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Special Educational Needs & Disabilities (SEND)

Spellbrook Primary School, School’s information report 2022

Our vision is for Spellbrook Primary School to be an inclusive learning community, where everyone strives for excellence within a Christian environment. 

We aim to:

  • ensure everybody (children and adults) is valued and nurtured as members of the Spellbrook school family.
  • keep the needs of all the children at the heart of everything we do, preparing them for ‘life in all its fullness’.

All Hertfordshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). We are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. Schools aim to be inclusive, with the needs of SEND pupils being met in a mainstream setting wherever possible, if families wish this to happen.

Please use the following questions and answers below to understand how children with SEND can be catered for at Spellbrook Primary School.

Please also see the  Hertfordshire Local Offer-

Should you have any questions please speak to the SENCO  (Charlotte Smith) or Headteacher (Jeremy Fisher) for further advice.

Our SEND Policy provides information on how we identify and meet the needs of any child who may have Special Educational Needs and Disabilities. This is updated every year to ensure that our provision remains up-to-date. Our SEND Policy is on the  Policy Page - (click button below)

Our school SENCO is Mrs Charlotte Smith (NASENCo). She can be contacted via the school office.

Please click on the button below for the policy


What are the Special Educational Needs for which provision is made at Spellbrook?

We follow the SEN Code of Practice definition of a Special Educational Need:

 “A child or young person has a Special Educational Need if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”

Our school is able to provide for a range of needs:

  • Communication and Interaction- this includes children with speech and language delay, impairments or disorders and those who are diagnosed with or demonstrate features within the autistic spectrum.
  • Cognition and Learning- this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia or dyspraxia.
  • Social, Mental and Emotional Health- this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
  • Sensory and/or Physical Needs- this includes children with sensory (sight or hearing), multisensory and physical difficulties.

How does the school know if the children need extra help and what should I do if I think my child has SEN? 

  • Class teachers at Spellbrook School monitor the children’s progress continuously and assess regularly. If they have a concern this will be discussed with you. They may use the expertise of other leaders in school in determining the level of need and providing strategies to ensure that your child makes good progress. Some children, who do not have a Special Educational Need, may need some extra support at times and we are happy to discuss this with you.
  •  If you feel your child may need more support, or may have a Special Educational Need, please discuss this with the class teacher. Parent consultations are scheduled to provide this opportunity but more informal discussions can be arranged.
  • The Special Educational Needs co-ordinator (SENCO) may also assist in discussions about your child and you are welcome to contact her for advice and support.
  • The identification of SEN flowchart (link at the bottom of the page)  provides more information about the process. 

How will the school staff support my child?

  • Class teachers are responsible for the children in their class and provide high quality teaching to ensure that children make the expected progress for their age.  This includes the deployment of any additional adults and the use of equipment and  resources. If your child is highlighted as having a Special Educational Need you will be consulted and both you and your child will be involved in discussions about the provision.
  • Support staff are trained to run small group or 1:1 sessions that are planned by the class-teacher. They will also liaise with the class teachers so that assessment information is passed on and acted upon swiftly.
  • The SENCO monitors the progress of children who have a Special Educational Need, through the graduated approach to ensure these children are supported in the classroom in the best possible way. She may also liaise with parents to gain better insight, to share information when necessary or to conduct review meetings. She may also seek advice from relevant professionals when necessary.
  • The Head-teacher is involved in discussions with the SENCO and is kept updated about progress made by all children.
  • The Governors support the SENCO with decisions and help the head-teacher to monitor progress throughout the whole school.
  • The member of our Governing Body who has specific responsibility for SEND is Mrs Eve Knights. She can be contacted via the school office.
  • We also maintain close relationships with the parents or carers of our children, especially those with SEND, and together make decisions about how best we can support their children at school.

How does the school adapt the curriculum and learning environment for pupils with Special Educational Needs?

  • Teacher’s planning takes into account the range of abilities within their classes. They ensure that their lessons are inclusive in order to support all the children. This can include the way they present and explain, adapting tasks, providing extra support from themselves or other adults within the lesson, choosing appropriate learning partners or providing additional or adapted resources.
  • Children who are identified as having a SEND will have an Assess, Plan, Do, Review (APDR) document. The SENCO and the class teacher will Assess the child’s needs and Plan out targets that will be reviewed half-termly. The class teacher will then make sure that the targets are worked on (the 'do' element) either as a specific focus within lessons, in small group sessions or 1:1 time with the SENCO or a teaching assistant. These targets will then be reviewed by the class teacher; they may be amended or added to and then the cycle begins again.   

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

  • The Class teachers use regular informal as well as some formal assessments to decide upon the provision that may need to be provided for the children in their classes. This provision is closely monitored by the SENCO in pupil progress meetings, held termly with each class teacher. Teachers ensure that their lessons are differentiated in order to best teach the children in their classes.
  • Children are given suitable resources to use within lessons to ensure that they grasp and consolidate new concepts as they are taught.
  • Children who are identified as having a SEND will have an Assess, Plan, Do, Review (APDR) document. This is part of what is known as the graduated approach. (see diagram) 
  •  The SENCO and the class teacher will Assess the child’s needs and Plan out targets that will be worked on for approximately six weeks. The class teacher will then make sure that the targets are worked on (the 'do' element) either as a specific focus within lessons, in small group sessions or 1:1 time with the SENCO or a teaching assistant. These targets will then be reviewed by the class teacher; they may be amended or added to and then the cycle begins again.   

What additional support for learning is available to pupils with Special Educational Needs?

We have a provision map that details the extra support. It is included in the appendices of our Policy.

A link is also available at the bottom of this page.

What are the arrangements for assessing and reviewing the progress of pupils with special educational needs?

If a child is identified as having SEND, the school will take action to remove barriers to learning and put effective provision in place. This will take the form of a four-part cycle, which will be detailed in a child’s assess, plan, do, review plan–

Assess- assess the area of need and specific difficulties by using formative and summative assessments as well as conversations with the pupil and parent or carer.

Plan- Set out SMART (Specific, Measurable, Achievable, Realistic and Timely) targets for children to help them achieve and improve in their areas of difficulty.

Do- Allow time (usually a half term) to implement targets set to ensure that children continue to progress. Children’s progress will be assessed throughout the teaching of the targets given.

Review- Measure the progress that has taken place before beginning the cycle again with new or amended targets.

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

  • Children at Spellbrook School are active in expressing their opinions on things that happen in school and are regularly asked to take part in pupil voice activities.
  • Children are taught to understand the feelings of others in PSHE lessons and learn how to express theirs to key adults within the school.
  • Our Values provide continuous focus on how people should treat each other in school and kindness and caring are featured in our school rules.
  • The school also teaches the idea of maintaining positive relationships between children as well as between parents and members of staff.
  • Staff ensure that boosters and interventions don’t take often children out of the subjects that they enjoy and make sure that they still receive a good balance of the national curriculum.
  • Children are invited to take part in wider outcome initiatives such as extra- curricular after school clubs run by teachers and external agencies.
  • We are aware that sometimes children with SEND are at higher risk of bullying and take this into account in the way that we keep an eye on and support children. Our Bullying Policy, which is within our behaviour management Policy provides information about our approach.

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

  • Our continuos professional development of all staff includes developing expertise across the school relating to all aspects of inclusion.
  • The SENCO is currently undertaking training towards achieving  the National Award of Special Educational Needs Co-ordination
  • The Headteacher has accessed training in all areas of SEND
  • We provide regular internal training for all teachers and teaching assistants on how to provide for children with SEND in the school
  • The SENCO puts together a training programme for all staff to plan out the year ahead, considering the needs of the school. This plan may include in house training or training delivered by other relevant professionals.
  • We have an annual focus on a prioritised  specific area so that staff receive  training and support so that expertise increases
  • Staff attend courses run by local advice agencies to ensure that the correct support is given to those who need it.
  • We have external advisory teachers and other exerts come in to school to provide specific guidance and training to meet the needs of the children in our school, as and when those needs are identified.

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

  • Within our school we aim to cater for children’s individual needs as far as possible. The class teacher’s first port of call is the SENCO who can give advice and share expertise with other members of staff. If this is not possible then the SENCO may need to seek advice from outside agencies. These include some from health and some from education.
  • For health, concerns the School Nurse will be the first port of call and parents may be asked to request support through their GP.
  • For education the SENCO will seek advice from a range of specialist agencies including the Educational Psychologists. Parents will be made aware of the need to contact external agencies and parental consent wil always be sought.

How accessible is the school environment?

  • The school is single storey (apart from the staffroom, which is in the original part of the building).
  • We have ramp access to the front entrance and all classrooms can be accessed via this entrance.
  • We have parking at the front of the school and direct access to the front entrance from there.
  • We have wheelchair access to the playground and field from each classroom. 
  • We have an accessible toilet for pupils that is accessible for a wheelchair user from each classroom.

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

  • Parents will be able to seek out support from the class teacher so that they may best advise and provide ways to help support your child with learning at home.
  • The school offers opportunities for parents to learn more about some of our methods of teaching, especially in maths and phonics to help with early reading skills. This should also enable parents to help their children with homework. 
  • Parenting or support courses may also be held at the request of parents by outside agencies such as ASPECTs.
  • The school will also be able to help put you in touch with a family worker should it be required and also has connections with the Learners Community Library at Herts and Essex hospital which may also be able to give you further advice and resources to borrow.
  • If your child receives an APDR document, then you will be invited in to discuss your child's needs and a copy of the document sent to you so that you are aware of the targets and methods being used at school.

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

  • Parents are invited to attend parent consultation evenings twice a year to discuss their child’s progress  with the class teacher.
  • Parents also receive School Report once a year which identifies how well your child is progressing as well as some of the target areas for future improvement.
  • If you have any concerns at other times you should initially contact your child’s class teacher. They may then pass on information to the SENCO should they require greater support in the classroom.
  • If your child requires an APDR document, the class teacher or SENCO will meet with you to plan, share or discuss the targets that have been set. Parents will also be expected to support their child with these targets at home too.
  • If your child has Special Educational Needs or a Disability that may need more support than a typical mainstream nursery or school can provide they may need to go through a process where an Educational Health Care Plan (EHCP) is applied for and put in place for them.  If this is necessary, the SENCO will have in-depth consultations with you throughout the process. Some children may already have one of these in place before they arrive at the school. In order to make sure that these are kept up to date the SENCO will meet with you frequently to make sure that targets are being met and that children are progressing within school. You will also be invited to attend an annual review with other relevant professionals where new targets may be set for your child.

How will my child with special educational needs be involved in discussions about their education.

When a child is identified as having Special Educational Needs, they are involved in discussions. The nature of this  depends upon their age and abilities. This includes asking them what  their strengths are and what they find difficult. This is recorded and updated as part of the review cycle. Pupil voice is often used to determine the impact and enjoyment of activities in school and pupils with SEND are included.

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

  • We aim to involve all children in all things that we do inside and outside of school. The teachers will make the necessary adjustments and if your child has a specific learning difficulty or disabilities that makes this difficult, we will liaise with you to decide how reasonable adjustments can be made,

  • Suitable risk assessments will be carried out where appropriate to manage the risk for all children. 

How accessible is the school environment?

  • Spellbrook School is a single Storey Building. The only stairs are those leading to the staffroom in the original part of the building.
  • There is wheelchair access to the main entrance which enables access to all classrooms.
  • There is car parking at the front of the school that has a direct route to the main entrance.
  • A wheelchair user can access the field and playground from each classroom.
  • There is an accessible toilet for pupils and adults.
  • We continue to focus on areas of development that make the school even more accessibility - our current priorities are included in the Accessibility Plan - please follow the link below

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?

  • We recognise that transitions can be difficult for all children, especially a child with SEND, and take steps to ensure that any transition is a smooth as possible.
  • If your child is moving to another school:
    • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All Assess, Plan, Do, Review documents will be shared with the new teacher.
    • If your child would be helped by a book to support them understand moving on then it will be made available for them.
  • In Year 6:
    • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
    • The SENCO meets with SENCOs from secondary schools to ensure that relevant information is passed on.

How does the school evaluate the effectiveness of the provision for pupils with SEND?

  • When a child is identified as having a Special Education Need or disability, we add them to our SEND register and their needs are specifically planned for. There is further information about this process in the Assess, Plan, Do, Review cycle
  • The SENCO works with class teachers to support and review the process including monitoring the outcomes for children.
  • We discuss the effectiveness of our provision with the parents of the children who have SEND as part of the review meetings
  • Updates are provided termly for the Governing Body. The SEND Governor has regular discussions with the SENCO to evaluate how effectively pupils’ needs are being met
  • A benchmarking tool is used annually by school leaders to ensure that our overall provision is effective and that our effectiveness is always developing.

How are the school’s resources allocated and matched to children’s Special Educational Needs?

  • The school budget is decided each year by the Head-teacher and the Governors and this takes into account those children with SEND.
  • Within the budgetary constraints, support is allocated according to the level of need throughout the school.
  • Short term, additional funding can also be applied for using High Needs Funding procedures in exceptional circumstances for individuals. The SENCO will make contact with you if it is necessary for us to apply for this.

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

  • The decision about the amount of support a child will receive will be made in consultation with the class teacher, parent and the SENCO.
  • Parents will be invited to regular meetings where updates can be given on their child’s progress as well as to discuss the provision that children may require.
  • It is to be remembered that we also want to teach children how to foster their own independence for learning.

Who can I contact for further information?

  • The Class teacher is always the first port of call but may then need to refer you to the SENCO or Head-teacher who may be able to give you further information or advice.
  • The SEND Governor is also available to be contacted through the SENCO.
  • Should greater support be needed the SENCO can also put you in touch with the SEN Officer from County.
  • The following link provides contact information for a range fo Hertfordshire SEND services

Contact SEND service (

Complaints procedure.

Information from

(Complain about a school: Special educational needs (SEN) - GOV.UK (

Special educational needs (SEN): If you want to complain about a school’s SEN support, you should do it while your child is still registered at the school. This includes complaints that the school has not provided the support required by your child’s SEN statement or education, health and care (EHC) plan.

To make a complaint: Follow these steps in order. Move on to the next step if your complaint is not resolved.

1. Talk to the school’s special educational needs co-ordinator (SENCO).

2. Follow the school’s complaints procedure. 

3. Complain to your local authority.