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.
Advice can also be sought from East and West HUBs
- 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?
- The school knows if a child needs help through classroom observation, marking and feedback or monitoring of the learner within the setting or through initial discussions with school staff, parents or other professionals. Close links with feeder nurseries ensure that visits are paid to nursery settings to gather information about new starters and any additional needs they may have.
- At any time parents/carers may request a meeting to see the class teacher or SENDCo in order to discuss any concerns they may have. 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 and that additional provision needs to be put in place
- Through quality first teaching, 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 overseen by the SENDCo, and class teachers deploy themselves, LSA or volunteers 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?
- The school offer an SEN Support meeting/review with the class teacher and/or SENDCo where information about the child’s progress and attainment will be shared. Teacher and parents will complete an APDR (assess, plan, do, review) form which identifies barriers to learning and targets that address those barriers and move the child forward in their learning. These are reviewed in consultation with the parents.
- Home school link books where appropriate for individual children
- End of support/intervention update – this maybe a discussion or letter demonstrating what has been covered and achieved so that all can celebrate success and know which steps need to be taken from then on
- Meetings/reports from external agencies where appropriate – most often professionals feedback reports with parents and all reports are accessible to parents
In addition to the above, as in the case for all families, parents/carers will have access to
- Termly parent consultations and a pupil annual report during the summer term which explains progress in the different curriculum areas
The school will know how well a child is doing in the following ways:
- Through using previous tracking 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 and what steps need to be made in order to support pupils at least termly
- 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 by the SLT
- 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 and through the SENDCo / SEN governor meeting
- 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
- Intervention groups for targeted pupils monitored by SLT at least termly
- Personalised visual timetables, scaffolds and prompt cards
- Specialist equipment to access curriculum as required e.g. cushions, screens, writing implements
Discussions are held with parents/carers and teachers prior to seeking advice and support from specialist outside agencies. These typically include – Speech and Language Team, Educational Psychologists, Counsellors, Special Needs Outreach Worker, Laurance Haines (SpLD base), Autism Outreach Worker (Colnbrook), play therapist
Adults will seek the thoughts of pupils and those from parents or carers about what the learner enjoys and helps support their learning and what they are finding difficult in their learning. This feedback will inform future planning and provision and may be presented in a pupil passport or one-page profile.
- 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 – most staff
- Laurance Haines (SpLD base) training –
- Reading and spelling intervention – specific staff
- Epipen and Asthma training – most staff
- First Aid in the Workplace training – specific staff
- Behaviour management – most teaching and learning sport staff
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
- 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) or equivalent.
- 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 and phonics meetings
- Termly curriculum newsletters explaining topics – sent by Parentmail and on school website
- Termly parent consultations to explain progress and next steps
- SEN Support meetings with teacher and/or SENDCo
- A One Page Pupil profile
- Home link book if appropriate
- Homework projects, spellings, times tables and daily 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 – minimum 3 per year
- Termly parent consultations
- Annual EHCP 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
- Ramp to playground
- Door width suitable for wheelchairs
- Who can I contact for further information?
- Headteacher (Miss Tracey Ali) or SENDCO (Mrs Karen O’Neill) via the school office:
Arnett Hills JMI School
Rickmansworth, Hertfordshire, WD34BT
email@example.com or 01923720570
The governors have a clear process in place to handle complaints (available on the school website). The SEN policy is on the school website www.arnetthills.herts.sch.uk
- 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 morning
- Class teacher meets with any additional professionals involved with a SEND child prior to admission. This may include participation in EHCP draft writing or review
- 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 year groups have the opportunity to meet their new teacher and have a transition session in their new classroom during the summer term prior to moving up. SEND child may have additional experiences of this as appropriate for example they may visit the class for story time, to play during breaktime or free playtimes.
- The schools shares all relevant information with the receiving school (usually through the head of year 7 and/or KS3 SENDco school visit). The SENDCo transfers relevant all paperwork personally to the school
- 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
- The purchase of or making of suitable resources to support learning
- Appropriate continued professional development for all staff
- Pupils primary needs are considered when allocating provision and support both in the context of the class and wider school
- How is the decision made about how much support my child will receive?
The following are used to organise SEND support
- Teacher / parent / SENDCo discussions
- Recommendations from external reports
- Evidence from classroom observations
- Pupil progress data
- 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 www.hertsdirect.org/localoffer
School Autism Lead – Karen O’Neill (SENDCo) Contact on 01923 720507 or at firstname.lastname@example.org
The Hertfordshire Autism Quality Offer aligns with the SEND Quality Offer – Hertfordshire’s statement on high quality provision and outcomes for children and young people with special educational needs and disabilities. The Autism Quality Offer describes the special educational provision that settings are encouraged to have available for children and young people who have autism or social communication needs and includes links to resources and training available to settings across Hertfordshire.
SENDCo – Special Educational Needs and Disabilities Coordinator
eCAF – Electronic Common Assessment Framework
SpLD – Specific Learning Difficulties