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26/06/19

Inspiring and informative mental health session in Year Six learning more about mental health with Emma, a profession lead occupational therapist (and Harpenden Academy parent). https://t.co/x8vjvKzQKV

26/06/19

What an inspirational gospel choir workshop! We can’t wait for our performance later, parents welcome at 2.30pm https://t.co/hVsZhTubgJ

25/06/19

Exciting day two of wellbeing week in year six with a guest chef demo linked to spices and how to jazz up any meal. The children were mesmerised thank you Patti. https://t.co/r1wWOiOppx

25/06/19

Awesome first ever performance at Harpenden district sports. Excellent positivity, determination and support for each other and other schools. Special thanks to Miss Harvey for making it happen! https://t.co/4fogZ4wkz9

25/06/19

Looking forward to the gospel singing workshops tmw to celebrate our wellbeing week. Remember parents you are welcome to join us!

25/06/19

Arrrr...pirates have taken over year 4 and their Maths learning! Today we had an exciting workshop in which the children had to bury their hidden treasure and learn all about to co-ordinates to find it! So proud of our most 'fearless learner' being awarded a certificate too! https://t.co/SNnmV0OmkG

24/06/19

Year Six smoothie making as part of Wellbeing week. The children selected the fruits they wanted to use and researched their nutritional value before making and tasting their smoothies. https://t.co/uqZ0mtWm8M

24/06/19

More Year Six bike ride photos. https://t.co/zBp0WvazkN

24/06/19

Year Six have kicked off Wellbeing Week with a fantastic bike ride around Rothamsted and along the Nicky Line. We’ve nailed the Five Ways to Wellbeing already: be active, connect, give, keep learning and take notice. https://t.co/weeupDIzcV

21/06/19

Playtime - so wonderful to see our school councillors from year one to year six playing so collaboratively together. https://t.co/87YqNtl5mL

21/06/19

Fascinating tour of the House of Commons and the House of Lords - we’ve learnt so much and our school councillors have been brilliantly engaged and curious! https://t.co/c1eWGVPNdO

21/06/19

Quick cultural stop at the Tate Modern and a beautiful walk along the Thames. Now queuing for security at the Houses of Parliament... https://t.co/z1ctSz3YDp

21/06/19

School council trip to Houses of Parliament - first stop the beach! https://t.co/wAKy82F3aP

20/06/19

Year Six preparing and leading Family Group sessions this week on British Values, including democratic votes on which song to have a dance break to! https://t.co/v6FCZSzVEr

20/06/19

Year Six PE on the Common yesterday - preparing for Our first ever participation in Kwik Cricket and District Sports https://t.co/AwSBNIIglL

20/06/19

Year six receiving peeling and chopping top tips from Steve our school chef as part of their Young Chefs project. https://t.co/Mo7BCOzwJp

19/06/19

Y4 are enjoying an engaging workshop delivered by Transport for London and paid for by FOHA. We have been learning about transport with a focus on travelling on the Thames. Today we have become engineers designing our own prototype for a new boat. https://t.co/H0Yjw8SCT6

14/06/19

World School games ready at Oakland’s College. Thank you Miss Harvey for organising the day for us https://t.co/RGtLG1CYCJ

14/06/19

Fire Drill Harpenden Academy style! Waiting for the all clear to go back into the building and therefore time for a whole school sing song https://t.co/7hkqJh2kpX

14/06/19

A huge thank you to the very wonderful Mrs Duncan who has loved the children like her own all week- playing, laughing, chatting, hugging, coaching, supporting, encouraging and hot chocolate making. Our Shakespeare Dream Team would not be complete without you THANK YOU! https://t.co/qjZ4MQ6Z1V

14/06/19

On our way home! Tom just said ‘this week was all about kids versus mud!’ Well we definitely nailed the mud, the relentless rain and the cold! Full of love and pride and awe for these wonderful children who have role modelled our HA values and their own uniqueness every minute x https://t.co/YVw82fN3jJ

14/06/19

Obstacle course part two https://t.co/ZEacD5AROv

14/06/19

Final session of obstacle course: Seb leads the way on the obstacle course! Amazing teamwork throughout the entire course. https://t.co/CsxKQXSAGS

14/06/19

Final breakfast part two (forgot to add earlier!) https://t.co/oJZyBXxJl4

14/06/19

We have laughed and laughed all week - so much humour, fun and playfulness from children and teachers alike! https://t.co/O6qMcFX778

14/06/19

Final activities taking place before lunch and departure. Fencing fun. https://t.co/XSbbGTjgxg

14/06/19

Blind trail fun - still not bored of the mud! https://t.co/x1lKEfjdS8

14/06/19

Final volleyball shots https://t.co/U8ArOb3LRL

14/06/19

Today we learnt the basic strategies of volleyball, which included the diamond hand shape, known as (set) and serving techniques. https://t.co/jtVugTFacP

14/06/19

Volleyball fun https://t.co/kIsbajcD5c

14/06/19

Momentary blue sky! https://t.co/s9U9aNjpkS

14/06/19

Last breakfast part two https://t.co/AvKRHRYl8L

14/06/19

Last breakfast! Mixed emotions this morning - not wanting such a fantastic week to end but all very much looking forward to seeing our families and our own beds! https://t.co/WYY99UQ2Bl

14/06/19

A lovely game of football last night as we finally had a break from the rain. https://t.co/pgtcOaFyIf

13/06/19

Blind trail fun - putting lots of trust in each other https://t.co/Lyj7vlzrCt

13/06/19

Initiative exercises - definitely stretched our brains! https://t.co/VOThEkGZ2h

13/06/19

Fencing this evening: learning th basics of movement and attack using thrust and lunge moves. https://t.co/2yjNvucN1l

13/06/19

More adventurous cavers https://t.co/k8fok6qDCA

13/06/19

Caving included lots of interesting facts about mining in the early 1900’s: children sent as young as 4 yr olds into the caves to mine valuable gems; pasties eaten and crusts thrown to ground to avoid consuming poisonous substances; edible candles made out of pigs wax. https://t.co/YEhHjpelmZ

Special Educational Needs

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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