Shephalbury ParkPrimary School

Imagine, Believe, Achieve

Contact Details


Shephalbury Park Primary School SEND information report

September 2018


At Shephalbury Park Priamry School we believe in achievement for all and we pride ourselves on our strong inclusive ethos.


How will the school know if my child needs SEN support and what should I do if I think my child has special educational needs?


Teachers assess children’s progress over the course of every lesson. This will be through asking questions, marking work and making observations. They also complete more detailed assessments on a termly basis and the children are given a level of attainment.


Sometimes, a child may present with having some barriers to learning and is likely need specific additional support there can be many reasons for a child’s barrier to learning. These children will be discussed with the inclusion leader (INCO) Together, the teacher and the inclusion leader may decide to change the child’s provision and give additional or different support. Parents will be informed of their child’s progress regularly and will be offered opportunities to speak to the class teacher and the INCO. Parents will be encouraged to contribute their views about their child’s additional provision.

If you are at all concerned about your child’s progress, please discuss it with your child’s teacher in the first instance, this could relate to your child’s academic needs, their social and emotional needs or their speech and communication. If additional provision is needed then you may wish to discuss it in more detail with the INCo.


How will school staff support my child?

If it is decided that your child needs additional provision they will be subject to some carefully chosen targets. The INCo is responsible for setting these targets. . This will follow an ‘assess, plan, do, review’ format. Children regularly have their targets reviewed based on their progress.

Every class is supported by a teaching assistant, who alongside the class teacher will be responsible for providing additional support.

If your child has more complex needs the school may make an application for additional funding to provide


How will I know how my child is doing?

There are termly parent consultations as well as short termly written reports however you may need to meet with your child’s class teacher more frequently to discuss your child’s individual needs. If your child has more complex needs there will be regular family meetings with a member of the inclusion team. Any provision can be discussed in more detail with the SENCo / INCo or the phase deputy head.

Please make appointments with staff through the school office. 


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

At Shephalbury Park, achievements are celebrated and rewarded. This is done through weekly achievement assemblies and headteachers awards. Teachers use positive praise to reinforce good choices and effort as well as a whole range of motivational tools such as stickers and reward charts. There is a school council to ensure that children’s ideas and opinions are represented.


If your child has medical needs, a health care plan will be prepared with the inclusion leader . There are named members of staff who are trained in paediatric first aid. Prescribed medication must be handed into the school office with written consent for administration.

Together, school staff offer a supportive and nurturing environment where children grow the skills they need to become good learners and citizens.

All staff are trained in child protection and have a duty of care to all children.

What specialist services can be accessed by the school?

The Inclusion leader may make a referral for an outside agency if additional support and advice is needed.

The school may request access to:

  • • a counsellor

  • • an educational psychologist

  • • a speech and language therapist

  • • a school nurse (and other relevant medical professionals)

  • • an advisory teacher – this may be specifically for children with autism, children with social and emotional needs or children with physical or neurological needs.

  • • Stevenage Education Support Centre outreach services


    What training have the staff working with children with SEND?

    Shephalbury Park Priamry School takes a highly inclusive approach and we believe that all children make best progress when they feel safe, happy and confident. Teaching staff are responsible for teaching children with SEND and are trained to meet a variety of needs.

    Teaching staff have regular training through in service training and professional development meetings. Recently, these have included training sessions in de-escalation training and various teachers in different special educational needs. Support staff are also trained in specific and relevant areas so they can best need the needs of the individuals they work with.


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


    Your role as a parent is essential in supporting your child to make good progress. Teaching staff will be happy to share supportive strategies to help you meet your child’s needs. This may also include specific advice from the inclusion team.

    Class teachers will make suggestions of how to help your child through homework flyers or reading records. It is always important that your child practices reading at least 3 times per week, regardless of their age or ability.

    The classes long term plan is on the school website so that you know what is being taught that year, along with digital display images of what is going on currently in the class.


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

    There will be termly parent consultations but it may be that you are invited to additional discussions with the class teacher if your child has special educational needs. This will be at a time when your child’s new targets are set so that you can offer your thoughts and share strategies that you use at home. Your contribution will be central to these meetings and your input will be invaluable in promoting good outcomes for your child. You can discuss longer term planning for your child’s future provision with the Inclusion leader.


    How will my child be included in the wider aspects of school life?

    Every care is taken to ensure there is an inclusive approach to school trips and visits. School staff are committed to equality of opportunity. Additional measures may need to be put into place for some children, for example changes to adult to child ratios. The school may ask you to accompany your child on a school trip. All visits are thoroughly risk assessed and any individual needs are planned for.

    There are after school and breakfast clubs based at the school and all children are welcome to these. If children demonstrate in school or at the clubs that they are unsafe with the ratios provided then children will be unable to attend the additional provision.


    How accessible is the school environment?

    The school building is mostly accessible to wheelchair users. Most of the building is on one level except in the years 3,4,5 and 6. Years 3 and 4 can be accessed via a lift.


    How will the school prepare and support my child to join the school or transfer to a new school?

    The school has a clear system ; this ensures a smooth transition as children enter the school and as they move through the classes. Staff will complete home visits for all new children in Nursery and careful transition arrangements are made for year 6 children as they prepare for year 7.

    If your child has additional needs then more planning may be required in helping them integrate into the school, the INCo will oversee this planning. Individuals may be offered additional support as they transition between year groups.

    How are the school’s resources allocated and matched to children’s special educational needs and how is the decision made about how much support my child will receive?

    Each class has a teaching assistant who will support the children by delivering and supporting with small group work. They may work individually with children to work on specific targets. Class teachers are responsible for deployment of the teaching support staff and will target children according to the amount of progress they are making. Teachers will use careful assessments to decide what future provision a child needs.

    The school also has some teaching support staff who are not class based and are responsible for delivering specific interventions. Parents will be invited to discuss this provision at the planning stage.

    If your child has more complex exceptional needs, the school may make an application for additional funding in order to provide the specific support that your child needs.

    Who can I contact for further information?

    Please make appointments through the school the school office and they will be able to direct appointments to the most appropriate member of staff.

    Inclusion team

    Headteacher – Ms C Atkins

    INCO- Mrs Charlotte Lawerence / maternity leave til April 2019- Ms C Atkins is taking on this position in her absence

    Where can I find more information about the Local Authority’s local offer of services and Provision for children with special educational needs?


Publication of the Autism Quality Offer on School Websites

Schools are encouraged to publish the link to the Autism Quality Offer on their websites alongside their SEND Information Report. The following paragraph can be used to introduce the Autism Quality Offer (link to AQO included):

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.

Schools could add an additional paragraph about their particular approach, including the details of the School Autism Lead. Alternatively, this can be referred to within the SEND Information Report.