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14/05/21

Year 1 developed their compass skills this week by following instructions to find different animals/habitats that were marked on cones. Great sense of direction! https://t.co/2mRpYMgca0

14/05/21

Elmer enjoyed exploring the forest habitat today. We also continued to develop our tree climbing skills https://t.co/SflyGIBWiP

13/05/21

Couldn’t be prouder of so many members of Dr Seuss class who pushed themselves just that little bit further than they thought they could today! https://t.co/RQ4FCEwbHM

13/05/21

A wonderful wonderful day had by all of y5 Dr Seuss (+1 lovely member of Dahl class). Thank you Fellowship Afloat!! https://t.co/hbL8XgqetC

13/05/21

Leaving Fellowship Afloat...Thank you Trinity and the lovely staff at Fellowship Afloat! https://t.co/9uq0eoG3Pk

13/05/21

Year six learning about Ramadan and Eid from their classmates and linking it to our diversity focus: more and more football clubs are providing midnight leagues for Muslims during Ramadan. https://t.co/5tUELHJuoG

13/05/21

Year six enjoying exploring our new water zone in the playground and discussing ways to model our school rules: be safe be kind be respectful! https://t.co/COD0TK81gW

13/05/21

Yr 6 athletes worked on their fitness levels during an incredible game of Plankerpillar in PE! A game that highlights: team work, endurance and strength. Smiles all-round and a great sense of determination- value of the month-despite the wet conditions. https://t.co/B8W7I7eZCg

13/05/21

High ropes! https://t.co/MFVZ6DlZQe

13/05/21

Elmer loved their road safety workshop today. We learnt about how to keep safe when crossing the road. Stop. Look. Listen. Think https://t.co/6Q474JYcgO

13/05/21

Sailing at Fellowship Afloat https://t.co/KzJtWvzrYT

13/05/21

Elmer have loved creating mosaics linked with our learning on extreme weather. This week we have created fork lightning in a dark, night sky https://t.co/0N8OTsEgNE

13/05/21

Getting kitted up for high ropes https://t.co/WSjxQxEYUL

13/05/21

So many successful climbers this morning https://t.co/sMjCydy9SO

13/05/21

Look who is on top of the world! https://t.co/hz7zWh8j7i

13/05/21

Dr Seuss class have arrived at Fellowship Afloat! We are so excited! https://t.co/r5EsTyGlQe

13/05/21

Day 2 at Fellowship Afloat. Its the turn of Dr Seuss class and we are ready to rock and rock! days#FACT https://t.co/yOS7YYE4GZ

12/05/21

What a fabulous day Dahl class have had! We’re on the coach and on our way back, expected to be back at 8:45pm, see you soon parents! https://t.co/9yUw96UXfZ

12/05/21

Dahl class are now onto team building games after CAKE! Having such a great day! https://t.co/vNljmUbgme

12/05/21

Dahl class afternoon sailors! https://t.co/LLzHWehMT7

12/05/21

Year six historians exploring Extinction Rebellion and how the way people protest has changed over time. We debated whether their activist tactics are more or less impactful than other activist events through time and why. https://t.co/wEOwxatUUa

12/05/21

Squeals of scientific joy in Potter Class when investigating electrical conductors this afternoon. We focused on recording our dependent variables and collecting our results in a table https://t.co/hyzgDGzaOd

12/05/21

Dahl class are loving the high ropes! https://t.co/33fmUUOAlv

12/05/21

This mornings high ropes children in Dahl class loved it! Super determination and perseverance shown by all. We have eaten lunch and ready to swap activities https://t.co/EH2jCBWflZ

12/05/21

Some of Dahl class sailors! ⛵️ https://t.co/qagvtgxn7P

12/05/21

Dahl class are loving sailing ⛵️ https://t.co/Vlf4bGVLBp

12/05/21

Enjoying the sailing! https://t.co/kJ6rSVnaQG

12/05/21

First group of Dahl class is on the water! https://t.co/hboWH0XehY

12/05/21

Dahl class have safely arrived at fellowship afloat, some very excited children!! https://t.co/zj3zuPRY6l

11/05/21

Fantastic outdoor learning creating Roman numerals for Potter Class today linked to both Maths and our history exploring language through time https://t.co/OMQpGzg74x

11/05/21

Elmer have enjoyed a creative morning in Maths. We have looked at the art work 'Castle and Sun' by Pau Klee and discussed what we could see. The children have then been creating their own tessellating pieces of artwork. https://t.co/ExSzs9igq7

10/05/21

Dr Seuss class have been working with our talented TA, Ms V, to create some amazing artwork in the last few weeks. Look at these amazing figures we have drawn https://t.co/QvbfLgxrGP

10/05/21

Year six scientists part 2 - investigating the hardness of alloys. https://t.co/wAE4RmncWD

10/05/21

Year six scientists exploring the hardness of different alloys (plasticine mixed with flour, salt and sand). Excellent range of ways to record data effectively. https://t.co/0pQcIIVplT

10/05/21

Elmer class have enjoyed acting out different fairy tale audio books as part of our research https://t.co/MKO94IlFq7

10/05/21

Would you buy this chocolate cake? Kerr class persuading each other to buy a tasty treat. https://t.co/tAHuKSABoT

10/05/21

Moomin class are writing their Traction Man stories as a graphic novel https://t.co/ktUvS4mkPk

07/05/21

Kerr Class have used chalk to help measure our stranding long jump https://t.co/gpNXQESihE

06/05/21

Dahl class were budding musicians performing their own Motown pieces this week! Well done! https://t.co/uH0zzRRWvq

06/05/21

Dahl class enjoyed learning new hockey skills in preparation for the Hertfordshire school games virtual hockey competition! https://t.co/GEkKUQX6ek

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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