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21/01/20

Amazing Design Technologists in Year 4 Austen class! Today they were set the challenge to make an A5 piece of card stable for their prototype of a photo frame. I was really impressed at their creativity and range or original ideas. https://t.co/wp1HIKAdyj

21/01/20

Super straddle jumps in year six gymnastics https://t.co/wJreN2wA85

21/01/20

Tuck jump Tuesday for year six https://t.co/4NmweAqFOm

21/01/20

Beautiful wintery cross country https://t.co/EHlt9Ax2JL

15/01/20

Who likes magic? Who can thinks we can defy gravity? In Austen class we saw an experiment that got an egg into a conical flask upside-down! We learned that nature likes to equalise air pressure. https://t.co/Kc9DROj8t2

14/01/20

How do you strengthen and join paper? As part of our DT learning in Austen class, we have been experimenting with how to make paper structures more stable. We have managed to make paper stronger using layering, twisting, rolling and folding. https://t.co/tXAgPSMDaK

14/01/20

Austen class LOVED making their own pop rockets to start their learning about Forces. We also finished the lesson with a good old tug of war using Magdeburg Spheres! https://t.co/CXzuZSbifY

13/01/20

Year six science launching rockets to kick off their forces topic and developing their data recording skills. https://t.co/IA2Afv3obX

08/01/20

New Year, New Topic, fun start to inspire Hansel and Gretel sweethouse writing. https://t.co/Lz17ryM5Lk

06/01/20

We are back!! Happy new year to you all. Please remember to bring back PE Kits and reading books as these will be needed. We hope you have rested and are raring to get to grips with 2020. https://t.co/cRwOZ96fVZ

19/12/19

KS2 Party in full swing! The children are showing off their dancing talents with 'Just Dance'! https://t.co/CNWG1tEsHz

19/12/19

In Elmer class this half term , we have been learning how to do running stitch and over stitch. We then used our new skills to create stocking decorations for our tree. We then used buttons and felt shapes to decorate them according to our designs. https://t.co/lDUl2vsYSa

19/12/19

Potter Class learning the 12 days of Christmas with Miss Harragin https://t.co/KtbzOUDUxP

19/12/19

Year 6 have loved having a special Mini Police treat today with a visit from the Police Search dogs. Thank you! https://t.co/xTv4zqQVJk

17/12/19

Quick turn around - our KS2 children enjoying their Xmas lunch! Silver elfy service by our staff. https://t.co/cNy0YRxiMF

17/12/19

We are pulling crackers, wearing our hats, popping our party poppers and delving into our party boxes for goodies! https://t.co/kyavzXht2Z

17/12/19

Dinner is served: Reception and KS1 Xmas dinner looks delicious! https://t.co/rnNBGOiO2U

17/12/19

Thank you Mr Collett for the donation of festive packs for the children: table cloths, crackers, party boxes and an elf hat each! Our little elves are shrieking with joy! https://t.co/IqMxwM0n8v

17/12/19

Xmas Dinner Day! We are ready! https://t.co/jt98FKOKuW

17/12/19

Fantastic final cross country of 2019 with the traditional trip to Simmonds! So proud of the children’s progress in stamina, speed and resilience this term. https://t.co/nPkLe2Hbc5

15/12/19

Final Christmas elf! https://t.co/HIi7HiLOm0

15/12/19

Year six Christmas elves wrapping up gifts for children living in care this Christmas. https://t.co/q5wgUHopms

13/12/19

Sasha and Jasmine's cloud time lapse above the Harpenden Academy roof top. https://t.co/LaHm8j1Je6

13/12/19

Max's pineapple time lapse, very impressive! https://t.co/lJ1JtVxaGB

13/12/19

Time lapse art work from Inka and Charlotte during our Creative Friday session! Well done girls! https://t.co/bromIhJDnX

13/12/19

Skittle science https://t.co/arziFG5PQz

13/12/19

Skittle science https://t.co/xqKyfr5g2g

13/12/19

Creative Friday science paiting our Volcanoes. https://t.co/H2Ny4AvgQ8

13/12/19

This morning our children went out and spoke to drivers who had stopped outside our school illegally. The children gave them letters telling them about the impact it has on us. Thank you for a great Mini Police unit! https://t.co/k7iQl3PsoG

13/12/19

Year 6 musicians created their own songs at the end of our ukulele unit. Well done Year 6, you are very talented! https://t.co/B0UebCWp34

12/12/19

The naughty EYFS elf Fred forgot to move around the classroom as he should, might be due to 3 nativity’s and a school trip. Hopefully this will make up for it?! https://t.co/bBxYMFqkPb

12/12/19

Waiting to meet Father Christmas 🎄 https://t.co/DsFBdBnOIF

11/12/19

Year six have been making Christmas decorations for our classroom as their home learning and this beautiful embroidery is our favourite so far! https://t.co/xRyIqA4mQf

10/12/19

Year six unwrap today’s book advent! https://t.co/e0E5uhzcdB

06/12/19

Creative Friday baking group loved making chocolate chip muffins this afternoon! https://t.co/2FE7cCREkQ

06/12/19

Lucian's basketball caveman! https://t.co/BJwsYzrYob

06/12/19

An entertaining Stop Motion animation from Evie and Jasmine. https://t.co/1XJirOYycA

04/12/19

It’s beginning to look a lot like Christmas! https://t.co/439afnsRDk

04/12/19

Curators in action debating which artefacts should be added to the Charles Dickens museum. https://t.co/rffM6yOalD

04/12/19

Learning lots about Charles Dickens’ life and the lives of rich Victorians by exploring his house. https://t.co/e46KsmVTh1

Special Educational Needs

"Provision for pupils with special educational needs and/or disabilities (SEND) is led and managed well. Leaders' detailed knowledge about the needs of individual pupils means that they put the right measures in place to support them, this enables pupils with SEND to attend and enjoy school as well as making good progress." School Ofsted Report, June 2019

We believe that every child is an individual who brings something special to the school community. All students regardless of their ability, personality or background have a right to take part in and enjoy every aspect of school life and to have the opportunity to meet their full potential.

Our aim at the academy is to ensure that the barriers are removed and offer all our students the opportunity to participate in and benefit from all of the many wonderful experiences that are available to them as a Harpenden Academy student.

Within our Inclusion Faculty we provide specialist support and opportunity to help students feel valued and be better equipped to make positive choices, so that they can play an active role in the life of the school community.

At Harpenden Academy, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous school or pre-school setting
  • Child performing below ‘age expected’ levels or equivalent
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  • Use of tools for standardised assessment such as, Lucid Assessment Test, Wide Ability Reading Test 4 and Cognitive Profiling test in the primary phase
  • Children with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority

Academy’s arrangement for assessing and reviewing the progress of pupils with special educational needs

  • A school we track and analyse the children’s progress against national expectations and age related expectations and will send a report home to parents in the Summer Term. In addition to this there are termly parents evenings where children progress is discussed.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed
  • Pupil Progress Meetings are held each term in the primary phase between each class teacher, Key Stage Coordinator and the Deputy Headteacher and INCO. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions and support strategies are discussed
  • Where specific needs are apparent, the school has a range of assessment tools which can be used to explore a child’s strengths and difficulties in more depth, for example CTOPP (Comprehensive Test of Phonological Processing)
  • The INCo (Inclusion Needs Co-ordinator)  reports regularly to the Governing Body regarding the progress of the students.
  • There is a governor who is responsible for SEN

Academy's approach to teaching pupils with special educational needs

  • The class teacher will oversee, plan and differentiate the material to support the need of children with SEND in their class and to ensure that appropriate progress is made in every area
  • All lessons are differentiated, taking into account the primary needs of the learners. Teachers implement specific strategies that have been identified for specific students
  • The INCo, who is a member of Senior Leadership, oversees the progress of any child identified as having SEND
  • Every class in the primary phase has a Teaching Assistant who works collaboratively with the classroom teacher.
  • All learning activities within the classroom are planned and differentiated, so that all children are able to access learning according to their specific needs.
  • The class teacher, alongside the INCo will discuss a child’s needs and what support will be appropriate
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress, such as support mats, coloured overlays and strategy cards
  • The INCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times

Additional support for learning for students with special educational needs

Behaviour for Learning

  • Nurture Group in Primary to support the social skills

Mastering Memory and Fine Motor Skills

  • Students who have difficulties with their short term working memory or their fine motor skills are supported using one to one specialised programmes

The arrangements for consulting parents of children with special educational needs

  • The class teacher, INCo are available to meet and discuss children’s progress, the support in place and any questions the parents may have
  • An appointment can be made with the INCo to discuss support in more detail
  • The SENCo is present during Parents’ Consultation evenings 

The involvement of external bodies in the meeting the needs of students with special educational needs

  • Some students are supported through the counselling service to help them work through issues which impact on their readiness and capacity for learning
  • Partnership with Links academy to provide outreach support
  • Support from Educational Psychologist
  • Close liaison with family support workers
  • Speech and Language to assess and offer support strategies
  • Autistic Advisory Team
  • The Hertfordshire Local Offer can be accessed through Hertfordshire Directory at the following address: https://directory.hertfordshire.gov.uk/kb5/hertfordshire/directory/home.page
  • If parents/carers would like to use the Local Offer, but they cannot access the internet, they can contact their local library, or Children’s Centre
  • If further assistance is needed, the customer service centre can be contacted on 0300 123 4043  

Physical environment of the academy

We have, in consultation with the relevant expert bodies, aimed to make as much of the school accessible to those with mobility needs as possible. However, challenges due to the building designs and site layout do remain. Any parent wishing to know more about this and to discuss specific case needs is encouraged to contact the Head teacher, Ms Lisa Davies.

At present:

  • All areas of the school are accessible by wheelchair 
  • Accessible toilet facilities are available
  • There is a lift that allows access to the top school
  • There are new handrails around the site
  • Strips are painted on the edge of the stairs

How the academy includes all students in activities outside of the classroom, including school trips

  • All children are included in all parts of the school curriculum and the aim is for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and when required will discuss this with parents in advance. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised and ensure suitability of the activity
  • There are a variety of after school clubs provided during lunchtimes and after school for all students
  • The Inclusion department offers a quieter space in school made available to the children if the playground environment becomes overwhelming. The sensory room is always open to our children with sensory challenges as and when they need it

Expertise and training of staff with relation to children with special educational needs

  • Within the school we have a culture of sharing good practice and expertise, through an accredited CPD programme
  • All TAs have had training to deliver Letters and Sounds Phonics System, and Cognitive Profiling Tests
  • As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Primary Behaviour Services, Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), clinical psychologist, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services, social workers; educational psychologists and specialist advisory teachers

Early Years Foundation transition

  • All students who are allocated a place at Harpenden Academy will receive a visit from a member of staff
  • Those students, who need extra support have extra meetings with one of the members of the Inclusion team and the parents/carers to put in a place a plan of support prior to attending the academy
  • The identified students will join the Nurture Group in September  

Other phases

  • Students who have an EHCP will work closely with various external agencies in planning their next phase in education

Who to contact if there are any questions

  • Speak/ email the class teacher/form tutor in the first instance
  • Contact Inclusion Needs Co-ordinator via the office email
  • General information relating to SEND can be found within the SEND policy. This can be found on the policy page of the school website
  • The school has a complaints policy, which is available on the policy page of the school website
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