Bovingdon Primary Academy
May 17 2019

SEND Information

Shree Deb

1. 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 Governors and staff of Bovingdon Primary Academy aim to ensure that all children receive the best possible education, to enable them to meet their full potential within a climate of mutual respect.

At Bovingdon Primary Academy, we aim to identify pupils with special educational needs as early as possible.

  • Concerns may be raised by a teacher, member of staff, parent or other agency.
  • There is a continuous cycle of planning, teaching and assessing which takes into account the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainment or attainment in specific subjects falls significantly outside the expected range may have special educational needs. The key test for action is evidence that the child’s current rate of progress is ‘inadequate’.
  • In order to help children with SEND, the academy adopts a graduated response and records the steps taken to meet the needs of individual children.

Nursery and Reception Baseline assessments are used as the initial benchmark for pupil progress.

In addition pupils are assessed and progress monitored against the following:

  • The Academy’s assessment programme, including informal half-termly and formal termly summative assessments
  • The EYFS Framework
  • The National Curriculum 2014 Age Related Expectations for each year group (KS1 and KS2)
  • KS1 and KS2 SATs results
  • Pupil tracking systems
  • Value added data
  • Reading/spelling assessments
  • Read, Write Inc Phonic assessments
  • Individual Education Plans
  • Indicidual Provision Maps
  • Views of parents and pupils
  • Progress and attainment in lessons and over time

When pupils transfer to Bovingdon Primary Academy mid-term or mid-Key Stage, the school initially uses assessment data from their previous school as a benchmark for future progress but moderates these judgements against Bovingdon’s own assessment procedures.  If a child transferring to Bovingdon Primary Academy already has a recognised need, transition meetings are arranged with their previous setting and a transition programme put into place before they arrive.

Pupil progress and any concerns are discussed formally at termly Pupil Progress Review meetings.  Informally, concerns can be raised with the Inclusion Manager/SENCo at any time during the year. 

We believe that our assessment structure should ensure that the gap between all pupils’ expected and attained progress is minimized.

If a parent or teacher expresses concerns about the progress and/or attainment of a pupil to the Special Needs Co-ordinator (SENCo), they will:

  • Discuss the concerns with the parent and the class teacher
  • Suggest strategies that can be put in place
  • Ensure the pupil is closely monitored over the following half term
  • Arrange for any additional assessments to be carried out which would give more information about a pupil’s strengths and areas for development
  • Ensure that the parent has been consulted and is aware of any concerns the school may have and any additional support they could give their child at home
  • Ensure that the pupil’s opinion has been sought where appropriate

At the end of this period, the class teacher and SENCo will review the child’s progress and, in conjunction with the parent and child, decide whether further support or intervention is needed or if there is no further concern.

If you think your child has a special educational need, you should speak to the class teacher in the first instance. This can be at one of the formal Parent Consultation meetings or at one of the weekly Parent Surgeries.  Alternatively, contact the class teacher via the school Office to arrange a meeting at a convenient time.

2. How will school staff support my child?

The first response to concerns about a pupil’s attainment or progress should be high quality teaching targeted at their area of weakness.  The child’s class teacher will take steps to provide differentiated or adapted learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and any teaching modifications that need to be applied.

Where it is determined that a pupil does have SEN, parents will be formally advised of this and support targeted to the child’s specific needs will be put in place. The support provided consists of a four–part process: Assess, Plan, Do, Review.

This is an on-going cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

The SEND Code of Practice 2015 states four broad areas of need:

  • Communication and interaction
  • Cognitive and learning
  • Social, emotional and mental health
  • Sensory/physical

In practice, pupils often have needs that cut across two or more of these areas and their needs may change over time.

If a child has been identified as having a special educational need as outlined above, then a support plan will be put into place.

At the first level, the parents, the pupil, (where appropriate), and teaching staff who work with the child, discuss the pupil’s strengths, interests and potential barriers to learning and draw up an Individual Provision Map (IPM) which outlines the adjustments, interventions and support to be put in place.  This plan is reviewed during the year, the impact of the interventions is assessed and a new plan drawn up if needed.

Pupils who require external support to meet their needs will have an Individual Education Plan (IEP) which identifies the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The IEP will be completed by the teacher, often in conjunction with the Inclusion Manager, using the external advice provided. (Assess Plan, Do, Review)

The class teacher remains responsible for working with the child on a daily basis. The teacher will have an overview of any intervention in which the child is participating. They will work closely with support staff who lead the intervention in order to assess the impact and ensure that the learning is transferred into the classroom.

The SENCO will continue to support the class teacher to review the impact of the Individual Provision Map or the Individual Education Plan and to advise on the effective implementation of support. 

3. How will I know how my child is doing?
Parents of all pupils meet the class teachers to discuss their child’s progress and attainment at Parent Consultation Meetings during the year, (usually autumn and spring term and optionally after end of year reports have been issued in the summer term).  In addition, parents may attend weekly Parent Surgery at any time during the year to discuss their child’s progress.

Support plans – IPMs and IEPs – are reviewed termly in consultation with the parent, pupil, class teacher and any other adult or outside agency working with the child.  Prior to the meeting, progress to targets is assessed so the impact of the previous plan and provision is clear.  At the review meeting, new targets are set.  These are short term SMART targets (specific, measurable, attainable, realistic, timely) and should be achievable within a term.

4. How will the learning and development provision be matched to my child’s needs?
Assess, plan, do and review

See sections 2 and 3 in which it is outlined how support plans (IPMs/IEPs) enable the teacher to match the provision to the child’s needs.

The IEP is likely to list other strategies to support the child. Advice from outside agencies will be incorporated and planned for. The teacher plans for the needs of all pupils in the class and will differentiate and make adaptations according to need. In addition, scaffolding may be in place such as visual resources, visual timetables, specialist equipment etc. The child may be accessing specific interventions that are focused on giving the pupils strategies to learn within the primary classroom e.g. pre-teaching, Social Skills groups etc.

Interventions are time limited and are reviewed and monitored to ensure that they are the appropriate provision for that particular child and that they are impacting on progress.

5. What support will there be for my child’s overall well-being?
Bovingdon Primary Academy welcomes and includes all families and places great importance on the well-being of its children.

The wellbeing of all pupils is promoted through the school’s PHSE curriculum, assembly programme and through provision in the curriculum for Spiritual, Moral, Social and Cultural development. Pupils are reminded regularly that there is always someone they can talk to if they have a problem and encouraged to identify who that person is.

In addition, the school’s Behaviour Policy, House point system and Certificates of Excellence ensure that pupil successes are celebrated regularly but clear sanctions are in place if needed to ensure that everyone feels safe and happy at school.

Pupil voice is integral to decision making within the school and in addition encourages children to take responsibility and helps to develop young leaders.  There is a School Council, Eco Army, Playground Squad, Learning Council, as well as Sports Ambassadors and Health Activity Leaders. In addition, pupils in years 5 and 6 hold positions of responsibility i.e. House Captains and Pupil Advocates.  All children, including those with SEND, are encouraged and supported to take on roles of responsibility throughout the school.

Some pupils take part in Social Skills Groups or may be referred to the Dacorum Education Support Centre (DESC) for further support.  The school also refers pupils and families to the Kings Langley Partnership extended provision, through which the school has the services of a counsellor for half a day a week.  Referrals for these interventions are made by teaching or support staff.  The Principal and Inclusion Manager prioritise and assign this support.

Parenting courses run by the Children’s Centre and Dacorum are advertised on the school app and parents may be actively signposted to these for additional support.

The Code of Practice notes that when identifying a Special Educational Need (SEN), not only will attainment be assessed but also a child’s social and emotional skills will be taken into account. In addition, consideration should be made as to whether a child may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.

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

Being able to access the expertise of external professionals is fundamental in helping the school shape its provision.  The school works closely with external agencies and is currently accessing support from:

  • Herts Educational Psychologist
  • Thoma Coram Specific Learning Difficulties Base
  • Speech and Language Therapist
  • Autism Advisory Teacher
  • School Health
  • Health Visitors
  • Kings Langley Schools Partnership
  • Hearing Impairment Team

The school also has access to:

  • DESC Outreach
  • Visual Impairment Advisory Teacher
  • Occupational Therapists
  • Woodfield Outreach
  • The Collette School Outreach

7. What training have the staff, supporting children and young people with SEND, had or are having?
All teaching staff in the school support children with Special Educational Needs. We believe strongly in an inclusive education, and ensure that all children have access to all opportunities in school. Teachers are responsible for the learning and progress of all children in their class. The school strongly prioritises the provision of high-quality, whole-class teaching.

There is a continual cycle of professional development in the school and the Senior Leadership Team are dedicated to developing and mentoring teachers, especially those in their first years of teaching. There is a rigorous training and support programme for Newly Qualified Teachers and those in their second year of teaching. The Senior Leadership Team closely monitors the quality of provision, and this feeds into the continuing professional development.

Teachers and Teaching Assistants receive specialist training if they have a child in their class with an identified special need i.e. from the Autism Advisory Service or the Hearing Impairment team.  They receive bespoke training from the external advisors with whom they work with, e.g. Thoma Coram SpLD Base.  Teaching Assistants are all trained to run the interventions that they lead. In addition, Teaching Assistants attend training courses tailored to support their specific roles and responsibilities.

Training staff have had

  • ProTap Silver and Gold (Individual staff)
  • Autism
  • Wellcomm FS and KS1
  • Write Words
  • Hearing Impairment (annually by need)
  • Speech and Language (individual for specific pupils and Foundation Stage)
  • Phonics – Read, Write Inc.  FS and KS1

8. How will you help me to support my child’s learning?
Parents are a child’s first and most enduring educators

Information packs are issued at the start of the year containing ideas for supporting pupils at home and resources i.e. phonics sound sheets, one hundred squares.  In addition to formal Parent Consultation meetings, teachers hold weekly Parent Surgeries where they can discuss ways in which a parent can support their child at home, especially where there are difficulties.  These meetings can be requested by either the parent or the teacher. The SENCo also meets parents to discuss support of a specific nature for pupils with SEND.

IEPs and IPMs, which are written in consultation with parents and the child, outline the next steps in learning that the child needs to make and how parents will support this at home.

The school runs Parent Workshops on different topics during the year i.e. Phonics, Write Words.

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

See questions and 3.

At the centre of drawing up IEPs and IPMs are the views, wishes and feelings of the child, and the child’s parents.

10. How will my child be included in activities outside the classroom including school trips?
Bovingdon is an inclusive school where the success of every child matters

At Bovingdon, staff aim to include all pupils in all activities and events and wherever possible look to remove the barriers to a child’s participation by making adaptations or providing additional resources.

If a child has a Special Educational Need or a disability that may impact on their access to an event such as Sport’s Day or a school trip, the class teacher will talk to the SENCo/Inclusion Manager or Senior Leadership Team. A child may have an OV5 (individual risk assessment) written and be given 1-1 support. If this is not a sufficient adjustment, the class teacher and/or SENCo/Inclusion Manager will meet with the parents to address the challenges and plan for the event. The pupil’s views will be also taken into consideration. On some occasions, an external advisor may be invited in to discuss the challenges and opportunities with the school and parents to find a way for the child to access the event.

11. How accessible is the school environment?
Please refer to the school’s Accessibility Plan

Access to the school grounds is via a pedestrian entrance and three vehicle entrances from the public highway. All visitors to the school report to the school reception area. Assistance would be available for any pupil or visitor with a physical disability.

School facilities:

  • Parking is available adjacent to the school office reception area and the FS/KS1 and KS2 entrances.
  • There are ramps to the Office building and the main entrance to the school. A series of removable ramps are now throughout the KS2 building meaning that it is wheelchair accessible.
  • Entrance to the FS and KS1 classrooms and the main entrance to the FS/KS1 building is flat and accessible by wheelchair.
  • The school has a unisex disabled toilet in the FS/KS1 building and the Tree House but there is no disabled toilet in the KS2 building.
  • Grab rails are fitted to steps in the KS2 building and step edges are highlighted in yellow.
  • Visually contrasting colours are used on all external signage.
  • If children or adults have a physical disability, where appropriate, a risk assessment will be undertaken and a designated escort will be available in case of evacuation.
  • Should any information be inaccessible to any stakeholder, the school can arrange either to translate, read and/or explain the contents.

The school will endeavour to make reasonable adjustments whenever necessary.

12. Who can I contact for further information?
In the first instance parents should contact the School Office on 01442 406545 or email us.

Parents may contact the class teacher in person, by email or by telephone to arrange a meeting. In addition you are welcome to contact the SENCo or Inclusion Manager.

Special Educational Needs and Disability Co-ordinator: Miss Castle

Inclusion Manager: Mrs Dewey

13. 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?
The school feels that a strong transition programme is fundamental to supporting the child with their next steps in their learning journey.

All pupils joining the Nursery visit the school at the end of the summer term.  Both Nursery and Reception have phased introductions at the start of the school year: Nursery pupils start a few at a time and Reception pupils go home after lunch in the first week of term.

All Reception pupils have a Y6 buddy who sits with them at lunch during their first days in school and looks out for them in the playground. 

Pupils joining Bovingdon mid-term, are welcome to join their new class for a day prior to starting officially.

If a child is joining Bovingdon and has already been identified with a Special Educational Need and outside agencies are involved, the school will have a handover meeting and will arrange a transition programme for the child.

For pupils transferring to secondary school with Education Health and Care Plans, the receiving school is invited to attend the review meeting in Year 6 in which a bespoke transition plan will be drawn up.

For pupils, who do not have a Statement or Education Health and Care Plan, but who have complex needs or are vulnerable, the SENCo will speak to the SENCo of the receiving school, most commonly by arranging a transition/handover visit to the school.

Transition to the next year group within school is also carefully planned. There is a whole school transition session. Some pupils will be given extra ‘drop in sessions’ to the classroom or ‘drop by’ sessions by the teacher and/or teaching assistant of their new class. This may involve photographs of their new classroom and key staff members being sent home.

14. How are the school’s resources allocated and matched to children’s special educational needs?
The SENCo co-ordinates provision for SEND on a daily basis.  Who also offers support and advice to teachers and parents, carries out assessments and liaises with external agencies. 

There are three Learning Support Assistants who work with three children with significant needs.

Referrals for interventions will be made by the class teacher to the SENCo who coordinates and prioritises provision according to the needs of the children in the school. Although the school aims for early intervention, it is possible that a child will not receive this until the following academic term.

Teaching assistants are also deployed for the needs of specific children in the school.

Some children may receive Exceptional Needs Funding and this will be allocated directly to the child to fund additional staffing costs or resources specific to that pupil.

15. How is the decision made about how much support my child will receive?
The SENCo will coordinate and prioritise provision according to the needs of all the children in the school. All interventions are time limited and are reviewed and monitored to ensure that they are the appropriate provision for that particular child and that they are impacting on progress.

Class teachers will make a recommendation to the SENCo/Inclusion Manager for specific support.

It is our aim to develop the independence of all pupils and no child will receive full-time support from one adult.

16. How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?
Hertfordshire Local Offer Information about services available in your local area for parents, children and young people aged 0-25 with special educational needs and disabilities (SEND).

17. How does the school evaluate the effectiveness of the provision made for children and young people with SEN?
The SENco and Senior Leadership Team continually monitor the ‘Quality First Teaching (QFT) for all pupils with SEN as well as scrutinising pupil work to ensure that children are making the expected progress. Pupil voice is also used to ascertain what the child perceives as their next steps.

Pupils are rigorously monitored during termly pupil progress meetings./expand]


18. What can I do if I am dissatisfied with the provision made for my child? Please contact the school office to arrange a meeting with your child’s class teacher.  If you are still dissatisfied, you can make an appointment to see your child’s Phase Leader, the Assistant Principal and then the Principal. 

More information can be found in our Complaints Policy.