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How we support pupils with additional needs at South Hill Primary School

(Reviewed by the School Governors on 16.3.23, Staff Meeting to review and update 14.9.23, SLT update 16.01.23, reviewed)

SENCO update 30.1.24

*Please note there is a Glossary of Terms at the end of the document




All Hertfordshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disability (SEND) and are supported by the LA to ensure that all pupils, regardless of their special needs, make the best possible progress in school.   

At South Hill Primary School we are working to create a whole school community where everyone feels valued, accepted and able to contribute. This is based in an atmosphere of mutual respect and understanding, supported by our positive behaviour policy, which advocates a therapeutic approach to supporting behaviours and equality policies.

We believe children learn best when they feel happy, secure and confident. At South Hill we place a strong emphasis on the right of all children to a broad and balanced curriculum, which meets their individual needs, interests and abilities. Consequently, we aim to cater for every pupil within the general fabric of the whole school. We ensure equal opportunities in terms of access to the curriculum and carefully monitor resources, opportunities and stimuli.

Hertfordshire supports all schools to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.  At South Hill we support children with a wide range of need which fall in the four broad areas of SEND need.  These are: 

❖ Communication and Interaction

❖ Cognition and Learning

❖ Social, Emotional and Mental Health Difficulties

❖ Sensory and Physical Needs

What is the SEND Information Report?  The Children’s and Families Bill requires local authorities and schools to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25.  Hertfordshire publish a Local Offer.  Schools publish a SEND Information report about the services and provision in their school.  It is linked to Hertfordshire’s Local Offer via web links.

The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents and carers in understanding the range of services and provision in the local area. 

To gain further information on Hertfordshire’s local offer of services and provision for children and young people with SEND click on the link below: 

In addition, there is a lot of information to support parents of children with SEND on our school website:


South Hill Primary School’s Information Report is written in a question and answer style.  Please click on any question that may be of help to you and the link will take you to the relevant section.

1a)  How does the school know if my child needs extra help?

1b) What is the definition of SEND?

1c)  What should I do if I think my child may have special educational needs?

1d) How does the school identify children with SEND?

1e) How is my child’s progress tracked?

​2.  How will school staff support my child?

3.  How will I know how my child is doing?  

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

4b) What is the graduated approach?

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

5a)  Our Positive Wellbeing Culture

5b)  Our Wellbeing Support for the Children

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

7)  What training have the staff, supporting children and young people with SEND had or are having?

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

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

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

11)  How accessible is the school environment?

12) 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?

13a)  How are the school’s resources allocated and matched to children’s special educational needs?

13b)  How is the decision made about how much support my child will receive?

14)  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?

15)  What should I do if I am unhappy with the SEND support being offered to my child?

16)  Who can I contact for further information?

Glossary of Terms


1a)    How does the school know if my child needs extra help?

  • Concerns are raised by parents/carers, teachers or the child:

    • Meetings, telephone calls, emails that share concerns from parents/carers or teachers

    • Teachers may have discussions between parents/carers and the SENCO

  • Limited progress is being made

    • Formative and Summative Assessments made by the teachers

    • Termly Pupil Progress Meetings with the leadership team

    • Despite good quality teaching

  • There is a change or concern about a child’s behaviour (e.g frequent toilet breaks, very distracting to others, overly emotional, disengaged, high level of emotional support required)  

  • A child is dependent on adult support to access the learning

  • A child finds it difficult to make themselves understood, or finds answering questions tricky

  • Use of checklists and assessments to identify areas of learning or emotional wellbeing that are in need of support

  • Liaison with external agencies e.g. Speech, Language, Communication and Autism Team, Early Years Team

  • Health diagnosis through a paediatrician, which has an impact on the child's life in school

  • Poor school attendance due to anxiety

  • Liaison with previous school or setting, if applicable                                                                                                

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1b)  What is the definition of SEND?:

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1c)  What should I do if I think my child may have special educational needs?

Parents/Carers who are concerned that their child may have SEND issues should talk to their child’s class teacher. 

After talking to the Class Teacher, it may be appropriate to make an appointment to see the SENCO.  Often, the initial response will be to consider how the child’s needs can be met through changes in approach or strategy,  adaptation, (making the curriculum more accessible for the child) or through the implementation of a classroom intervention.  The SENCO may, if appropriate, refer to outside agencies for support e.g. school nurse, family support worker, optician, audiologist. 

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•First talk to Class Teacher about concerns and consider how to support any needs together

•If concerns continue, make an appointment to see Mrs Donley, SENCO, via the office and consider how to further support any needs

•If concerns continue, your child may have SEND and can continue to be supported through the school Passport to Success Meetings


1d) How does the school identify children with SEND?


Typical Assessments Used at South Hill Primary School:

Early Identification of Need:  Reception Baseline Assessments

Social, Emotional, Mental, Health: Conners SNAP IV questionnaires,  ABC sheets, Therapeutic Thinking Tree Mapping, Anxiety Tracking Sheets, Speech and Language profiles for social communication difficulties, Play Therapy Reports, Neurodiversity checklist, observations, pupil emotional checklists, Salford Emotional Questionnaire

Autism: As above plus: Neurodiveristy Checklists, Sensory profiles, Speech and Language Assessments, AET resources, observations

Speech Language and Communication Needs: WellComm Screening Tool and Big Book of ideas, Speech and Language screening tools and assessments, Articulation Screeners

Physical Disability: Observations, Neurodiversity checklists

Specific Learning Difficulty: Phonic checks in year 1 and 2, Hertfordshire SPLD Baseline Packs for Literacy and Maths, Read, Write Inc Assessments, Running Reading Records, Handwriting assessments, neurodiversity checklists, memory tests and checklists, slow processing checklists, Year 1 phonics screening, Executive Functioning Checklist

Visually Impaired/Hearing Impaired: Hearing and Sight tests, observations

Moderate/Mild Learning Difficulty: In school progress assessments and tests, memory tests and checklists, slow processing checklists

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1e)  How is my child’s progress tracked?














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Teachers and the Senior Leadership Team meet at least three times a year at Pupil Progress Meetings to discuss progress, attainment and any barriers to learning.

Class teachers and subject leaders monitor pupil progress through formative and summative assessments


3 x a year this is recorded in a database and analysed 


2.  How will school staff support my child?

If a child has been identified as making less than expected progress the first response is high quality teaching targeted at their areas of weakness (Universal support). If over a sustained period of time progress does not improve a variety of measures may be taken including;


a) Adaptated and Differentiated work based on needs (universal support)

b) Reasonable Adjustments – such as timetable changes, additional equipment, brain or sensory breaks.  These are recorded in the first section of the school's Passport to Success which includes a 1 Page Profile at a glance sheet, with strategies and interests of children identified

c) Intervention group with TA (targeted support) – this may be class based or separate from the main class, this may include pre-teaching or overlearning support

d) Assessments: the school may use screening tools for dyslexia, dyscalculia, ASD/ADHD inlcuidng SpLD Maths/Literacy Packs or Read, Write Inc Phonic Assessments to uncover barriers to learning or gaps in learning

e) ‘Passport to Success’ co-produced and reviewed three times a year 

f)  SMART Targets – through use of an Individual Education Plan (2nd section of the School’s Passport to Success)

g) Therapeutic Risk Reduction Plan to support social, emotional, mental health and behavioural concerns

h) Medical Healthcare Plan and / or Personal Emergency Evacuation Plan to support medical conditions or Disability

i) Small Steps of Progress: A few children may not be able to access the national curriculum or be making very slow progress.  They will be assessed using PIVATS 5 or The Engagement Profile (if below PIVATS 5 level 5).  In Reception class, we also use the IAELD (Individual Assessment of Early Learning and Development)

j) Referral to specialist support if necessary.  E.g. Educational Psychologists; Speech and Language therapists; Speech, Language, Communication and Autism advisory teachers; Dacorum Education Support Centre, outreach teachers; family support.  N.B. In Hertfordshire it is generally required that two cycles of the ‘Assess, Plan, Do Review’ Graduated approach have been implemented before a referral is made to external professionals (at South Hill this means the Passport to Success with Smart Targets will need to have been reviewed at least twice before seeking external support).

k)In very exceptional circumstances, the school may apply for Local High Needs Funding (LHNF) to enable an additional adult to support in class or with the child

For a few children, it may be necessary for the parents/carers and school to make a request to  Hertfordshire SEND Department for an Education Health Care Plan assessment.  These plans are designed for those children who have very exceptional, complex and demanding needs which require close monitoring to ensure that a child’s needs are met. 

The School SENCO will support Class Teachers in assessing needs, planning and implementing interventions and reviewing progress.

The school SENCO will, as required, support class teachers to make referrals to gain specialist advice for children in their class.  This may lead to consultations with the advisory service, class teacher, parent/carer and SENCO.

3)  How will I know how my child is doing? 

High expectations of each child in their class coupled with making the learning accessible through adaptation of tasks and skilled differentiation usually ensures that children are making at least expected progress and frequently higher than expected progress.  However, some children require additional support in spite of this.  When a child is placed on a targeted intervention, progress is monitored by both the class teacher and SENCO through pupil progress meetings which occur three times a year.  Parents are informed through:

  • Parents' evenings 

  • School Reports

  • Informal chats with your child’s class teacher after school – it would be helpful, but not essential, to book an appointment

  • Home school communication books (for particular children)

  • Formal meetings with your child’s class teacher and the school SENCO, Headteacher or other professionals  

The effectiveness of the school’s provision for children with SEND is evaluated by the Senior Leadership Team, reported to governors and monitored by OFSTED                                                                                                                                         

4a) How will the learning and development provision be matched to my child’s SEND?

  • When a pupil has been identified with special needs adjustments will be made to ensure learning is accessible through adaptation and differentiation to enable them to actively participate in their lessons

  • Reasonable adjustments may be required, tailored to a child’s individual needs, such as: additional equipment, adaptations to equipment, flexible starting/pick up times,  sensory/ movement breaks, small step sequential work

  • The graduated approach means that the pupil will be assessed, a plan created, implemented and reviewed at least 3 x a year.  If the child’s difficulties persist despite several cycles of assessment and intervention, then further specialist support may be requested from external agencies

  • Specific recognised interventions may be implemented e.g. Learning Village (phonics and vocabulary), Lexia (reading) or IXL (maths)

  • Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs

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4b) What is the graduated approach?

Class Teachers will ensure that all learning, through quality first teaching, is engaging, motivating, made accessible and differentiated as required, this is known as 'Universal'  support.

Children whose progress is slower over time, than that of their peers, starting from the same baseline, will be identified and interventions will be made within the class to accelerate progress – this is recorded as ‘Targeted’ support and is recorded on the class provision map.  Concerns will be shared with parents and carers and we will work in partnership to aid accelerated progression to enable the child to ‘catch up’.  Other barriers to progress and attainment, such as English as an Additional Language (EAL), housing, family or domestic circumstances will also be considered and supported as required.


If a child continues to make slower than expected progress or there continue to be concerns in other areas such as social and emotional wellbeing, the SENCO, working with the class teacher and the parents or carers will gather additional information by talking to others who know the child and make assessments to identify any underlying causes.   

If barriers to learning are identified, the child may then be considered as having a special educational need or disability (SEND).  The child will be placed onto the school’s SEND register and a Passport to Success will be co-produced with the parents/ carers, the child, the class teacher and SENCO.  

Through this process, appropriate intervention and adjustments to minimise the impact of barriers will be considered, often this will be a number of specific strategies that are implemented within the classroom.  If it is necessary to support progress in learning or emotional regulation, with a small step approach, highly specific and very specialised support may be put in place, this is known as ‘Specialist’ intervention, and it will recorded using SMART targets in an Individual Education Plan (IEP), which at South Hill is the 2nd section of the Passport to Success.  This level of support will also be noted on the class provision map.


















The process of assessing a child’s barriers to learning, planning appropriate provision, implementing the plans and reviewing the impact of the plans is known as an ‘assess, plan, do, review cycle’ otherwise recognised as the ‘Graduated Approach’.  The assess, plan, do, review cycle is an ongoing process.  The review will take place at least 3 x a year at a dedicated SEND Passport to Success meeting.  At these meetings the class teacher, parents/carers, the child (when appropriate) meet to discuss progress made, consider on-going concerns and plan the next steps of support.  Together they co-produce and review the ‘Passport to Success’ and if necessary the IEP. 

The SENCO will support the teacher of the meeting ahead (if required) and will attend if parents/carers and / or the class teacher request this support.
















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


The school has a wellbeing policy and offers a variety of methods to provide pastoral support for pupils who are encountering emotional difficulties.






5a)  Our Positive Wellbeing Culture

The culture at South Hill School promotes children’s positive emotional health and wellbeing and avoids stigma:

  • The school have a Wellbeing team, led by Mrs Donley who network regularly to ensure that support is meeting the needs of the children. The team consist of: Mrs Albery, the School Wellbeing Lead, Mrs Donley (Senior Acting Assistant Headteacher for Inclusion and SENCO), Mrs Evans (Forest School Lead), Mr Brathwaite (Emotional Literacy Support Assistant) and Miss Iroegbu (Pastoral Support Assistant)

  • Siobhan Graham is our school governor who is able to support and monitor the school’s approach to wellbeing.

  • There is a whole-school approach to promoting positive emotional health and wellbeing within an ethos of high expectations and constant support

  • Positive mental health is openly talked about and discussed in class and in assemblies with invited motivational speakers who promote the importance of sharing difficult feelings and emotions with people we trust, e.g. NSPCC

  • We have a committed staff community that sets a whole school culture of positive emotional health and wellbeing, support and values

  • The school has an open and supportive culture regarding mental health and we work closely with children, parents and carers 

  • We have regular workshops / coffee mornings for parents on which focus on topics that support wellbeing

  • There is regular communication through newsletters, emails and the school website

  • There is a whole school promotion of building individual resilience and tenacity in all areas of the curriculum, through PSHE curriculum, the ‘No Outsiders’ Project and School ethos

  • We provide positive experiences and heightening awareness of wellbeing through a focused Wellbeing and Mental Health Weeks

  • We have a termly Wellbeing Newsletter for parents

  • We ensure a high quality professional development programme for staff

  • All Staff have received Therapeutic Thinking training (previously STEPS) and the school follows this approach to behaviour management

  • All staff have current safeguarding training

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5b)  Our Wellbeing Support for the Children

Our school offers a range of activities and services to help our children develop positive mental health and wellbeing, as well as additional support for those experiencing mental health difficulties. These include:

  • Building positive parent/carer partnerships to enable early intervention to accessing mental health and wellbeing support, supported by Miss Iroegbu, our Pastoral Support Assistant

  • Having clear communication for parents/careers such as home-school books, visible staff at school drop-off, regular teacher contact

  • A dedicated page to wellbeing support on the school website:

  • Our PSHE curriculum being designed to ensure children have time to discuss their wellbeing, feelings and mental health

  • Training all staff in the ‘Zones of Regulation’ which we use to support our Therapeutic Approach when working with challenging behaviours

  • Implementing the school’s Positive Behaviour policy, which promotes use of specific praise, rewards and celebration of achievements, and teaching children how to meet school expectations for behaviour

  • Pastoral support so that any changes can be identified and support given to child/parent /carers as required

  • Employment of Shahin Khan, our school counsellor; Claire Twomey, Dream Catchers Play Therapist; Mr Brathwaite, our Emotional Literacy Support Assistant and Miss Iroegbu, our Pastoral Support Assistant

  • Bought in support from Gade Family Support and the support from a Pupil Support Worker

  • Transition support for year six children with additional sessions for those who need it

  • Opportunities for all children to walk or run the ‘Daily Mile’ or take a mindfulness session every day (sit and stop)

  • Valuing the positive relationships all staff develop with the children and using specific strategies to enhance this e.g. show and tell, enjoying jokes together, asking about their lives out of school, dancing with them and including their interests in the curriculum

  • Employment of a Forest School leader and all year groups having forest school lessons for a term, every year. 

  • A School Choir, singing opportunities in class and in assembly

  • Opportunity to take a part in the Rock Steady Band

  • After school and lunchtime PE clubs such as street dance and football

  • On line-safety learning

  • Special trips for Year 6 leavers

  • Every classroom having ‘worry boxes’ or worry monsters

  • Regular check ins with children as needed

  • Support for children who may need to develop their social skills 

  • Reception children having a year 6 buddy, who plays with them some playtimes in the week

  • Currently we are running a staffed Nurture Class in the nurture room daily, to support children with significant SEMH challenges

  • A staffed Lunch Club which is available every lunch time for invited children who find the busy lunch hall and long playtime challenging

  • The magpie room, designed to be inviting, calming and a place to take time out

  • An outdoor reading club at playtimes during good weather

  • A Friendship bench to help children find a friend at playtimes, if needed

  • Two sensory trails, a climbing wall, indoor movement circuits, fitness trail, a balance and strength trail (known as the Smoky Trail) and the reception children have a number of climbing and sliding pieces of play equipment

  • Members of staff such as the Pastoral Support Assistant, Class Teachers and Senior Assistant Headteacher, available for pupils / parents who wish to discuss issues and concerns

  • Mediation sessions, if required  

  • A ‘Medical Needs Policy’ - If a pupil has a medical need then a detailed Medical Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil

  • Personal Emergency Evacuation Plans to ensure wellbeing and safety for less mobile pupils

  • A first aid policy and training for all staff in basic first aid

  • Annual staff allergy and asthma training

As required, we will make referrals to outside professionals:

  • The Senior Assistant Headteacher for Inclusion may be able to make a referral to other professionals e.g., CAMHS, Step 2 or Gade pupil support

  • Dacorum Education Support Centre offer advice and outreach support for children who have Social, Emotional and Mental Health difficulties

  • Gade Family Support provide access to a Pupil Support Worker who is able to work with children on a 1 to 1 basis, following a referral and assessment of need

  • The school nursing service can provide 6 sessions of support to a pupil and is able to work on a 1 to 1 basis, following a referral and assessment of need

  • Therapy may be offered and the school currently benefits from Dream Catchers Play and Creative Arts Therapy, a school counsellor and a school Emotional Literacy Support Assistant.

  • The school will make arrangements for children to access support from external agencies such as Paediatricians, OT, ADDvance or PALMs as required


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

Every class has a full time Teaching Assistant and children who require an exceptional level of learning support may have the support of a key worker at times through the day

All support staff have training in different areas of SEND to develop specialisms to ensure that there is a wide range of skills and expertise in many areas of SEND.  Specialisms include:

  • Therapeutic Behaviour support

  • Zones of Regulation

  • Protective behaviours

  • Autism

  • Specific Learning Difficulties (SpLD, e.g. Dyslexia, Dyscalculia) – Fischer Family Trust Training, Phonics Training

  • Speech and Language – WellComm

  • Sensory circuits

  • Attention Autism

In additional to the specialists who support wellbeing and mental health (see above) the school works with other agencies and professionals, this includes but is not restricted to:

  • Speech and Language Therapists (SALT)

  • Physio and Occupational Therapists (PT and OT)

  • Educational Psychologists (EP)

  • Sensory Impairment Advisory Teachers

  • Physical, Neurological Advisory Teachers

  • Speech, Language and Communication and Autism Advisory Teachers (SLCA)

  • Special School Outreach Team

  • Social Workers and Intensive Families Support Team

  • Gade Family Support, Gade Family SEND support and Pupil support

  • School Nurses, Paediatricians, PALMS and CAMHS workers

  • ADDvance                                                                                                                                                                                       

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7)  What training have the staff, supporting children and young people with SEND had or are having?

  • Attachment and Trauma Training

  • Zones of Regulation Training

  • All staff are trained in Hertfordshire Therapeutic Approach to Behaviour (previously Steps) and have an annual refresher.  We have Therapeutic Thinking trainers in school, Mrs Donley and Mrs Masters - they attend annual updates and termly support groups

  • How to support pupils with speech and language difficulties – WellComm, Elklan Training, EAL training

  • How to support pupils with physical and co-ordination needs – Safe Handling and moving

  • How to support pupils with specific learning difficulties – most staff have received basic dyslexic and dyscalculia training 

  • Some Teaching Assistants have had training to support children with specific learning difficulty in literacy and maths and also Precision Teaching to target particular needs, such as Fischer Family Trust Wave 3 Intervention, Read, Write Inc, Running reading records

  • Staff regularly attend courses run by DSPL8 and Woodfield Special School Outreach Service – specifically designed for SEND children

  • How to support pupils on the autistic spectrum

  • The school has three Mental Health First Aiders, Mrs Albery, Mrs Donley and Mrs Evans

  • Training sessions as required are led by the Senior Assistant Headteacher for Inclusion


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

  • The school website has a SEND page which offers further advice and guidance:

  • The school website has a page that supports parents with their children’s home learning (for pupils with SEND):

  • Teaching staff offer welcome meetings at the beginning of the academic year that direct you in the support you can give through home learning in reading, writing, maths and social development

  • Parents are invited in to meet their child’s teacher informally after school 

  • Each year group has a set amount of home learning – please refer to the Home Learning Policy

  • Class teachers endeavour to support individual development at home, as required, for example:  alternative tasks offered for home learning, communication books to aid sharing information, reduced expectations for home learning, personalised advice to parent /carers at meeting or by phone, send home resources to support learning, suggest clubs and activities to support children

  • Curriculum plans and subject knowledge organisers are published on our school website

  • Parents of children who are on the school’s SEND register and have a Passport to Success will meet with the class teacher at least 3 times a year to review progress and make further plans

  • You are welcome to make an appointment to speak to the school’s SENCO, Mrs Donley, or Pastoral Support Assistant, Miss Ireogbu, please ring 01442 402127, or email the school office

  • The School’s Pastoral Support Assistant and Family Support Worker have access to a wide range of support from local agencies and services and are able to signpost parents effectively. 

  • The school works closely with DSPL8 who frequently run courses for parents which are advertised on our website

  • There are Educational Psychology and Speech and language contact lines for parents who may require specific advice – the details are advertised in our SEND Newsletter and on the website                                                 

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

  • In addition to formal occasions such as Parents' Evenings where parents are involved in discussions about their child’s education, there is an open door policy at South Hill Primary School where we encourage parents to arrange informal meetings with their Class Teacher to voice any concerns.  Working parents are able to telephone the office to arrange for a teacher to call them back or email via the school office if there is a particular issue they wish to discuss  

  • Parents of children with SEND and children are encouraged to co-produce the SEND ‘Passports to Success’ and the target setting for IEPs and when the teacher meets with them three times a year 

  • Parents of children with a SEND ‘Passports to Success’ are encouraged to be part of the transition planning when children move up a year group

  • Parents are represented on the school governing body, Mrs Stewart is the school link governor for SEND and there is also a very active PTA in school

  • Children who have an Education, Health and Care Plan (EHCP) will have their plan reviewed at least annually with the school SENCO and other outside professionals who provide advice and support for them 

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

  • The safety of the child, pupils and staff is given priority when undertaking risk  assessments for school trips to ensure that all children and staff are kept safe from harm.  This may result in 1:1 staff deployment for particular children who are named as individuals on risk assessments

  •  Arrangements are put in place pertaining to the activity type. Parents are consulted to ensure full participation and active engagement of all children whenever possible, in some cases a member of the family may be invited to attend. Where outings are run by outside agencies they are made aware of each child’s needs so that they support them in a sensitive and appropriate manner


11)  How accessible is the school environment?

  • The school is fully compliant with the Equality Act (2010) and reasonable adjustments are made for all children with SEND as necessary

  • There is a lift in the new section of the building so that the upper floors can be reached for wheelchair users.  There is a lift to the playground

  • As a school we are happy to discuss and plan for individual access requirements and, if necessary, we will create a Personal Emergency Evacuation Plan (PEEP), if required

  • A thorough Accessibility Plan is published on the school website under ‘policies’

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12) 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?

  • There is a transition programme in place for children new to the school, moving to new classes or leaving the school.  The level of support offered is dependent on each child’s needs, age and development.  Some children benefit from Transition Booklets which are prepared with the child at the end of the Summer Term to help prepare them for their new class in the following term 

  • For children in Year 6 there is a special transition programme in place for moving to Secondary Schools.  They will get the opportunity to visit their new school prior to starting in September and children with complex special needs may require additional visits which are negotiated with the relevant school.  For children who are on the SEND Register there is a meeting or exchange of information with the SENCo from the Secondary School 

  •  There is also an opportunity for schools to exchange information in preparation for transition through the informal SEND Cluster meetings.  Our Reception Class Teachers will visit all new children in their Nursery settings and speak to staff to gain information about each child before they start.   If you have any concerns that your child is worried about moving on to the next class or secondary school please contact the class teacher


13a)  How are the school’s resources allocated and matched to children’s special educational needs?

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs 

  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year 

  • Resources may include deployment of staff, depending on individual circumstances

13b)  How is the decision made about how much support my child will receive?

  • These decisions are made by the SENCO in consultation with class teacher and Senior Leadership Team.

  • Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside  agencies. During their school life, if concerns are identified due to the pupil’s lack of progress or wellbeing then interventions will be arranged

14)  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?

  • The authority’s local offer of services and provision for children and young people with SEN can be accessed at here    

  • There are also links to support for SEND on our website: 


15)  What should I do if I am unhappy with the SEND support being offered to my child?


  • In the first instance, please talk to your child’s class teacher, as they will be very keen to listen, to help, to support and reassure you

  • However, if your concern has not been fully addressed you may feel you need to take it further.  If this is the case then please make an appointment to speak to the Headteacher, the Senior Assistant Headteacher for Inclusion - Mrs Donley, or one of Assistant Headteachers who will do what they can to respond appropriately to the concern raised 

  • Please follow the school’s communication protocol found on the website (or click here)

  • If this does not resolve the issue the admin staff will be able to advise on formal procedures for complaint

  • Alternatively, please refer to the school’s Complaints Policy.  Further information can be found on the school website


return to the information report questions

16)  Who can I contact for further information?

  • In the first instance you should speak to your child’s teacher

  • The school has a SENCO, Mrs Donley who can be contacted by telephone (01442 402127) or email ( and is available to meet with parents if you have any particular concerns about your child 




Glossary of Terms


Assess, Plan, Do Review Cycle - Best practice involves meeting pupils’ SEN through implementing the graduated approach using the assess, plan, do, review cycle

Adaptations - A change in the teaching process, support through scaffolding, materials, resources or outcomes to assist a pupil to achieve the expected learning outcomes

Autism -

CAMHS - Child and Adolescent Mental Health Services. CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties

Circle of Friends -

Designated Senior Leader (DSL) – The role of the Designated Senior Leader for Child Protection, should undertake regular training at Stage Two to enable them to ensure that their knowledge is up to date

Differentiation – The process of making sure that students with different needs and abilities have equal access to learning.

DSPL8 – Developing Special Provision Locally – Area 8 Dacorum:  Delivering Special Provision Locally is a Hertfordshire-wide initiative, working to improve the range of provision and support services available for children and young people with special educational needs and disabilities, aged 0-25.

Dyscalculia -

Education Health Care Plan (EHCP) - An EHC plan is a legal document that describes a child or young person's special educational, health and social care needs, explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life.

Family Support Worker - Family support workers help families in trouble rebuild their lives by providing counselling, financial resources and educational activities. They work mainly with social service agencies, but you can find them in law enforcement, government and health care.  Our Family Support service is known as Gade Family support.  We have links to family support workers, family SEND support workers and pupil support workers
Read more :

Graduated Approach -  A model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs - Resources - Understanding the Graduated Approach (

IAELD - Individual Assessment of Early Learning and Development - used with children in the Early Years  who are not yet meeting the objectives of the EY foundation stage framework.

Individual Education Plan (IEP)– For every child who receives special education and related services a plan is needed to help deliver a programme to help them get the most out of their education.  

Intervention – intervention is the term used for any additional programme that teachers may employ to support a child or groups of children to tackle difficulties in targeted areas.  Interventions may be carried out in class or away from the classroom.  They are often run by teaching assistants in conjunction with the Class Teacher/SENCO.

Individual Medical Care Plan - This is a plan that has been written by a doctor or a nurse so that the school can follow a set procedure for any medical interventions or medicines administered to specific children.  At times the Inclusion Lead and parent may draw up a medical care plan.

MSAs – Mid Day Supervisors.

Neurodiversity - the range of differences in individual brain function and behavioural traits, regarded as part of normal variation in the human population (used especially in the context of autistic spectrum disorders, dyslexia etc).

Nurture Club -  A club that offers a small number of children the opportunity to spend lunchtime in a quiet, peaceful area with structured activities.  Children attend on a daily basis.

Passport to Success – South Hill’s approach to ensuring all the information that will support our children with SEND is in one place – it is designed to help adults working with the pupil know what to do to support them. Our passports are written by the class teacher the pupil and the parents. The Pupil Passports are particularly useful during transitional times in the school year, they help new class teachers and support staff find out more about the pupil. 

Provision Map – A provision map is produced by every class teacher at end of each term.  This is to enable staff to decide which individuals or groups of children need particular interventions to support their learning the following term. 

Personal Emergency Evacuation Plan (PEEP) - A bespoke “escape plan” for individuals who may have difficulties evacuating a building to a place of safety

Pupil progress meetings (PPM) - these are meetings which are held at least every term.  Class Teachers and Senior Leadership Team consider the progress and attainment of every child in the school and considers whether there is any additional support required to help individuals or specific groups of children so that they will reach their end of year target.

Reasonable adjustments - Reasonable adjustments are changes schools and other settings are required to make which could include: changes to physical features – for example, creating a ramp so that students can enter a classroom or providing extra support and aids (such as specialist teachers or equipment)

SEMH - Social, Emotional, Mental Health, Difficulties (one of the 4 broad areas of need within SEND)

SEND Cluster meetings – This is a small group of local teachers who are gathering  to discuss SEND

Sensory Impairment -   The impairment in the senses i.e. sight, hearing, smell, touch, taste and spatial awareness.

Senior Leadership (SLT) – every school has a Senior Leadership Team which usually comprises the Head Teacher and senior teachers within the school, including the SENCO.

SMART –goal setting targets which bring structure and trackability. SMART criteria: specific measureable, achievable, results-focused and time-bound.

Special Needs Co-ordinator (SENCO) – every school should have a senior teacher responsible for tracking and monitoring the progress of SEN children across the school.

Specific Learning Difficulties (SpLD) - The term 'Specific Learning Difference' (SpLD) refers to a difference/difficulty people have with particular aspects of learning. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), dyscalculia and dysgraphia.

Therapeutic Risk Reduction Plan - A detailed and well considered plan to support the needs of a pupil  with behaviours that challenge


Therapeutic Thinking - An approach to behaviour that prioritises the pro-social feelings of everyone within the dynamic 

Therapeutic Tree - A visual and written representation of the experiences, thoughts and actions that lead to an individuals pro or anti social behaviour

Transition programme – This is a programme that is usually run by Secondary Schools to help children who may struggle with the emotion and anxiety surrounding secondary transfer.

Zones of Regulation- The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones.  The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.  

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