SEN Information Report

Please find below our School Offer (SEN Information Report). The school have followed the model format provided by the local education authority and engaged in discussions with staff, some parents and governors.

How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

  • Parents/carers may request a meeting to see the class teacher or SENDCo at any time in order to discuss concerns. This may be done by face to face request, email or telephone call to the school office. (Following points explain in further detail how the school identify pupils with an educational need)

How will school staff support my child?

  • Teachers will ask to meet parents if they feel that, through their classroom practice and observations, they have identified that the child has an educational need
  • The class teacher will offer daily differentiated work to meet the needs of the child. This may take the form of modified work, extra resources, enlarged text and small group support from the teacher or an LSA (Learning Support Assistant)
  • A schedule for whole class provision is in place and class teachers deploy themselves, LSA or volunteer accordingly
  • By establishing good home school links, keeping parents/carers informed of how their child is supported and enlisting parents’/carers’ help at home

 How will I know how my child is doing?

  • SEN Support meeting/review with class teacher and/or SENDCo where information about the child’s progress and attainment will be shared
  • Home school link books where appropriate
  • End of support/intervention update
  • Meetings/reports from external agencies where appropriate

In addition to the above, as in the case for all families, parents/carers will have access to

  • Termly parent consultations
  • Pupil annual report

The school will know how well a child is doing in the following ways:

  • Through using previous progress data to set targets
  • Data scrutiny is used to track pupils throughout the academic year to identify those on target, exceeding or not reaching their targets
  • Pupil progress meeting between the teacher and the SLT (Senior Leadership Team) ascertain what the class teacher is doing to meet these targets
  • Class provision maps and whole school register will be monitored
  • In order to monitor progress of all groups of learners the governors are kept informed of the progress of children who require SEN support through anonymised reports to the curriculum committee
  • Pupil teacher information sharing

How will the learning and development provision be matched to my child’s needs?

Lessons will be differentiated in class. This involves the following:

  • Appropriate deployment of learning support staff within lessons by the class teacher
  • Appropriate deployment of learning support staff across the school by the SLT
  • Mixed age group maths sessions across years 4,5,6 support pupils with an educational need and also extend more able pupils as appropriate removing lack of pace in lessons as a barrier to learning
  • Intervention groups for targeted pupils
  • Personalised visual timetables and prompt cards
  • Specialist equipment to access curriculum as required

Discussions are held with parents/carers and teachers prior to seeking input and support from specialist outside agencies. These typically include – Speech and Language Team, Educational Psychologists, Counsellors, Special Needs Outreach Worker (Highwood), Laurance Haines (SpLD base), Autism Outreach Worker (Colnbrook), play therapist

Adults will find out from pupils, parents or carers about what they enjoy and what they are finding difficult in their learning. This feedback will inform future planning and provision.

What support will there be for my child’s overall wellbeing?

  • Opportunity to talk 1:1 with adults
  • A range of extra- curricular activities
  • The buddy stop
  • School Council
  • KS2 play leaders to support younger pupils on the playground
  • Yr 6 Lunchtime helpers
  • Pupil questionnaires
  • Curriculum – PSHE lessons e.g anti-bullying, internet safety, relationships
  • Procedures in place for administering prescribed medicines
  • Use of Single Service Referral to access agencies to support emotional and social development (Children’s Centre, South West Herts Partnership (Family Support Worker), CAHMS (Children and Adolescence Mental Health Services), access to the school nurse
  • Regular monitor of attendance registers and prompt follow up contact as necessary

What training have the staff, supporting children with SEND, had or are having?

Staff have received a range of training including the following

  • Autism Outreach training
  • Laurance Haines (SpLD base) reading training
  • Maths workshop
  • Attachment Disorder training
  • ADHD training
  • Epipen and Asthma training
  • First Aid in the Workplace training
  • Diabetes awareness training
  • Working with the quiet child

Staff and governors also have access to the Herts for Learning training modules on the internet

What specialist services and expertise are available at or accessed by the school?

  • Speech and Language Team
  • Educational Psychologists
  • Outreach Teachers – Laurance Haines, Colnbrook School, Chessbrook, Highwood
  • ADHD Nurse Specialist
  • Nurse Specialists
  • Occupational Therapy Services
  • Play Therapist
  • School Health Nurse
  • School based Family Worker
  • Childrens’ Centre Worker
  • Social Services

The use of the above services are triggered following concerns raised by teachers/parents/carers. Typically they are accessed through use of the SSR (Single Service Referral) mechanism or eCAF (electronic Common Assessment Framework).

How will you help me to support my child’s learning?

The school will provide an annual report for parents/carers on their child’s progress in addition to regular updates recorded on the pupil record. The parents/carers will be offered:

  • Reception parents reading meetings
  • Termly curriculum newsletters explaining topics
  • Termly parent consultations to explain progress and next steps
  • SEN Support meetings with teacher and/or SENDCo
  • Home link book if appropriate
  • Weekly homework/reading
  • Sign posting to parental courses at the local Children’s Centre via newsletter and information boards
  • Advice shared through the school website

 How will I be involved in discussions about and planning for my child’s education?

  • Regular parent/teacher ‘next steps’ setting meetings
  • SEN Support meetings with class teacher and/or SENDCo
  • Termly parent consultations
  • Annual statement review meetings as appropriate
  • Meetings with external professionals where appropriate
  • Completion of SEND questionnaire which will inform future SEND practice and policy

How will my child be included in activities outside the classroom including school trips?

All visits and visitors are discussed with the parents of SEND children to judge suitability. Where necessary reasonable adjustments are made. The school ensures the following:

  • Adequate deployment of school staff
  • Risk assessments completed prior to trip / activity
  • Specific arrangements put in place as appropriate to ensure full or appropriate participation
  • Specific preparation prior to the activity where appropriate (social stories, books, photographs, discussions)

How accessible is the school environment?

  • Single storey building
  • All classes have direct outside access
  • Reception Year to year 4 have toilets within their classes
  • Disabled toilet facilities

Who can I contact for further information?

Contact can be made to the Headteacher (Miss Tracey Ali) or SENDCO (Mrs Karen O’Neill) via the school office:

 Arnett Hills JMI School

Berry Lane




01923 720 570

The governors have a clear process in place to handle complaints (available on the school website). The SEN policy is on the school website

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

New Reception class intake

  • Class teacher visits nursery settings for information sharing
  • New parents induction evening
  • New pupils induction mornings x 2
  • Class teacher meets with any additional professionals involved with a SEND child prior to admission
  • Where appropriate welcome books, visual resources are prepared prior to the child starting so that parents may familiarise the child with the setting
  • Welcome letters and booklets are sent home to families

All years groups have the opportunity to meet their new teacher and have a transition morning in their new classroom during the summer term prior to moving up. SEND child may have additional experiences of this as appropriate

Year 6

  • The schools shares all relevant information with the receiving school (usually through the head of year 7 and/or KS3 SENDco school visit)
  • SEND children have the opportunity to visit new setting (school offers to accompany parents/carers if required)
  • New school is invited to meet the child in the Key Stage 2 setting
  • Parental guidance as appropriate

How are the school’s resources allocated and matched to children’s special educational needs?

The allocated SEN share in the General budget (national SEN budget) is used in the following ways:

  • LSA hours required to support SEND children
  • Suitable resources to support learning
  • Appropriate continued professional development for staff

How is the decision made about how much support my child will receive?

The following are used to organise SEND support

  • Recommendations from external reports
  • Evidence from classroom observations
  • Pupil progress data
  • Teacher / parent / SENDCo discussions

How can I find information on the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?

The local offer can be found on the internet at



SENDCo –   Special Educational Needs and Disabilities Coordinator

eCAF      –   Electronic Common Assessment Framework

SpLD      –   Specific Learning Difficult

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