SEND

Department of Special Educational Needs (SEN) and/or Disabilities (D)

At Goffs Academy, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Our educational aims for students with special educational needs and/or disabilities are the same as those for all students in the school. Full inclusion is a high priority and we encourage all students to take an active role in their learning and all aspects of school life.

 

Special Educational Needs Department: 

SLT link: Phil Ellard
SEND Link Governor: Martin Jackson
Special Educational Needs Co-ordinator (SENCO): Sue Pressney


Teaching Assistants:

Tracy Fowler
Elaine Haggerty
Vicky Hewitt - Student Support Centre
Penny Johnson
Penny Knott
Sheryl Swift

What are special educational needs?

If your child has more difficulties than most children their age with aspects of their learning, communication or behaviour, they are likely to benefit from additional support in school which will enable them to access the curriculum at their level. This is achieved by a flexible combination of extra support within lessons and some withdrawal in very small groups on occasions.

Good special needs practice is good practice for all students, which is of utmost importance as any student may encounter difficulties at some stage in their school lives. Within school, this means that they will be identified on the school’s special educational needs register so that provision to meet their needs can be planned for.

Sometimes parents/carers can be concerned about their child being added to this register; please do not be. It is simply a record of which students require additional support and allows the Special Educational Needs Co-ordinator to ensure that resources are allocated appropriately and to enable support to be sought for your child from additional outside agencies, such as an Educational Psychologist, Specialist Advisors, Rivers Outreach Support Workers or Speech & Language Therapist. 

This also includes students with physical/sensory disabilities

How does the school know if my child/young people need extra help? 

At Goffs we have a comprehensive SEND policy on our graduated response to the identification and assessments of students. 

Identification and Assessment 

Goffs Academy regularly assess students' needs using:

  • Staff observation, referrals and concerns
  • Transition information from primary/secondary schools
  • Teacher observations of students throughout the year
  • Communication with external agencies
  • Regular monitoring of student achievement and any student showing a concerns will be indicated to department teachers
  • School staff can refer any concerns to the SENCO for any additional advice
  • Parental concerns raised with staff


What should I do if I think my child may have SEN?

If you are concerned that your child may have special educational needs please contact your child’s Director of Learning or Special Educational Needs Co-ordinator, Mrs Pressney to discuss your concerns.

 How will staff support my child?

  • All teachers will ensure that student’s receive appropriate provision through a broad and balanced curriculum that is relevant and differentiated and that demonstrates coherence and progression in learning
  • SENCO coordinates regular testing and consults external advisors to plan, implement and review support tailored to the needs of individual students
  • SENCO provides small group teaching for Literacy and Numeracy
  • Learning Manager will work with your child on a daily basis to monitor and address individual needs
  • Director of Learning has the overview of all students and pastoral team by assessing and reviewing students’ progress
  • Quality first teaching is the key to students making progress. All subject teachers, will ensure that all students, whatever their special educational needs, receive appropriate educational provision through a broad and balanced curriculum that is relevant and differentiated, and that demonstrates coherence and progression in learning
  • All staff have opportunities to receive training on specific strategies to assist students in their learning. They may be supported by Teaching Assistants at the discretion of the SENCO  
  • Teaching Assistants observe students and provide feedback to the SENCO communicating the needs of the students during weekly Learning Support Department  meetings
  • Intervention support work can be put in place during from time to support students with their English and Maths. 1:1 and small group  work is also provided where appropriate
  • Directors of Learning encourage and monitor student involvement in extra curricular activities
  • The quality of SEND provision is regularly monitored by the Special Educational Needs Coordinator (SENCO) during SEND learning walks.  
     

 How will I know how my child is doing?

  • Regular tracking and reporting data which can be accessed 24hours a day via the SIMS Parent App
  • Regular marking and written feedback recorded in student books
  • Contact with SENCO and class teachers – all staff emails can be found on the website
  • Annual Review for students with a Statement for Special Educational Needs/Education Health Care Plan
  • SENCO will meet with parents three times a year to discuss progress/support in place
  • Passports to Success will be reviewed by parent/carers and students and disseminated to  staff
     

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

  • Careful planning by subject teachers and leaders to ensure appropriate access and achievement for all students
  • SENCO will consult relevant external advisors in response to identify needs
  • SENCO will advise on the ‘Access, Plan, Do Review model of intervention for all students  
  • SENCO will monitor and evaluate the progress of students with SEND through the use of school assessments information, e.g. class based assessments/records and the school’s assessment data.
  • Subject teachers recognise that no one learner is like another and differentiate to provide learning opportunities for all learners
  • Student Support Centre support students with their homework after school and during lunchtimes
  • Small groups of students receive additional support with their Literacy and Numeracy during the course of the school day
  • Examination Access Arrangements assessments used to identify students who require further support with examinations
  • Literacy Support which is delivered in small groups  
  • Teaching Assistants may support the class or subject teacher to meet the needs of individuals or groups of pupils with special needs
  • Parent/carers can access homework/school reports via SIMS Learning Gateway  
     

What support will there be to reduce anxiety/ promote emotional wellbeing?

  • At Goffs we always provide  variety of opportunities to listen to the student’s views including; 1:1 meetings, Student Conferences, Leadership Academy and Student Parliament
  • Learning Manager, Director of Learning and pastoral team support students with self-esteem , anxiety and social skills
  • Personal, Social and Health Educational (PSHE) Programmes delivered during ATM sessions focussing on anti-bullying /friendships etc.
  • Positive relationships with parents, school and students.
  • The School Counsellor works in school on Tuesday and Wednesday
  • Bereavement support through our School Counsellor
  • Mentoring/support programmes by our school Youth Workers
  • Wider outcomes including extracurricular activities
  • Individual Health Care plans created to cater for individual health/medical needs  
  • Referral to more specialised support- Rivers Outreach, Child and Mental Health Service (CAMHS, Education Psychology Service, Young Carers, Education Support Team for medical Absence (ESTMA)
  • CHEXS family support service for additional support, advice and guidance
  • Referrals are made to specialist advisors and support services in response to specific identified needs
  • Access Arrangements assessments used to identify students who require further support with examinations- separate accommodation
  • Rivers Educational Support 1:1 mentoring sessions
  • Child and Mental Health training for Directors of Learning and relevant staff
     

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

  • As all teachers are teachers of Special Educational Needs, they have appropriate and regular training on key areas of SEND practice as part of a robust programme of professional development throughout the year.
  • Teaching Assistants have appropriate personalised training to support individual students. This is ongoing throughout the year  
  • Specialist training is provided to all key staff in response to the needs of individual students
  • Specialist training and advice has been provided by HCC and Special School Outreach Services to help meet the needs of individual students.
  • Student Support Booklet disseminated to all staff with strategies to support SEND students
  • SENCO is a fully trained specialist in SEND.  Competence in Educational Psychological Testing-Level 7 
     

What Specialist Services and expertise are available at or accessed by the school?

If the teacher has tried strategies in class but data shows insufficient progress. The SENCO will identify possible interventions to be put in place. If interventions show little impact, additional support/advice from outside agencies can be set up.  These could include:

  • Educational Psychology Service
  • SENCO/Teaching Assistants regularly attend training courses throughout the year
  • Targeted training to enable advice to be circulated to teaching and support staff address specific needs
  • Child and Mental Health Service
  • Specialist Advisory teachers-Hearing Impaired/Visually Impaired/Autism
  • CHEXS Cheshunt Extended Services- provide services for young people and their families 
  • Rivers Educational Support Centre-provide 1:1 mentoring
  • School counsellor on site every Monday and Wednesday


How will you help me to support my child in their learning? How will I be involved in the discussion?

  • Parent Evenings take place every year and give you the opportunity to discuss your child’s progress with their class teacher and SENCO
  • Subject teachers will contact parents and carers if they have any specific concerns about your child
  • Yr 6 New Parents information evening
  • Yr 7 Meet the Tutor evening
  • Parents will be notified if the school decides to make special education provision for their child  
  • Parents have the opportunity to join our Parents Group which meets termly to give the views and discuss whole group developments
  • Regular reports on students’ progress five times per year which can be accessed via the SLG
  • Regular contact with Learning Manager, Director of Learning and pastoral team
  • Student Support Booklet disseminated to all staff with strategies to support SEND students
  • How to support my child with learning booklet is given to parents at the year group information evening provides individual subject information with tips on how you can support your child
  • Annual Review for students with a Statement for Special Educational Needs/Education Health Care Plan
  • Three opportunities to meet with staff to review progress of SEND students over a year
  • There are wide range of forums give you an opportunity to review your child’s progress and to discuss the next steps
     

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

  • Students with SEND join in school activities alongside other students, as far as is reasonable practical and compatible with their needs
  • Appropriate provision and reasonable adjustments will be made where necessary
  • Parents of SEND will be involved in the planning of school trips for their child and additional staffing is provide as necessary  
  • Medical support in place where necessary
     

How accessible is the school environment?

Who can I contact for further information?

How will the school prepare and support my child in transfer?

  • Liaison with their previous school to ensure that the transition process is  effective and the individual’s needs are met when they enter Goffs Academy
  • All Y6 students attend an Induction Day in July before they join school in September
  • Attending statement/EHC review meetings prior to the student joining Goffs
  • All students and their parents/carers of SEND students are invited to attend a1:1 meeting to discuss any concerns about their child prior to starting at Goffs
  • All SEND students are invited in for an interview to plan their KS4/KS5 provision  
  • SEND students may arrange additional visits to the school to prepare for transition  
  • The SENCO, along with Director of Learning for Yr7 visit our feeder Primary Schools to discuss any concerns with the class teacher and SENCO
  • Connexions advisor attends transition meetings for SEND students in Year 9, 11, 13
  • If a student transfers from another school, there will be an exchange of information and transition agreements agreed
  • Goffs School works closely with Further Education establishments in order to ensure any additional needs are provided for as soon as they begin their course
     

How will the school’s resources be allocated and matched to children’s special educational needs?

  • SEND funding distributed where appropriate including appropriate deployment of Teaching Assistants
  • There are various funding options available to school when an intervention is identified and matched to a specific need
  • Exceptional Needs Funding provided via an application made by Goffs Academy to County in exceptional circumstances
     

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

  • Parent consultation at all stages of the decision making process is vital in addition the SENCO will work with teaching and support staff, and relevant external agencies
     

Where can I find out about the local authorities offer of services and provision for children and young people with SEN?

Information about Hertfordshire’s Local Offer of services and provisions for children and young people with special educational needs and disability can be found at www.herts.direct.org/localoffer

Current parents are advised to contact the SEN Department via email if they have any concerns following discussions with subject staff/learning manager. Whilst every effort is made to gain information from primary feeder schools before a student arrives at Goffs Academy, we would strongly advise that, if you have any concerns at all about special additional needs or any other issues, that you contact Mrs Sue Pressney (Special Educational Needs Co-ordinator) on 01992 424200 or email spr@goffs.herts.sch.uk 

If your issue is not resolved to your satisfaction, please do not hesitate to contact


A full copy of our SEND Policy add link can be found on our Policies page, along with a variety of other information at Goffs Academy website.