Acorn Road, Hemel Hempstead, Herts, HP3 8DW | Tel: 01442 264 835 | Email:
St Albert The Great Catholic Primary School
September 30 2016

SEN (Special Educational Needs)

Governors At St Albert The Great
Please take a look at some information below that you may find useful:

Please find the link below to the DSPL Dacorum Facebook page, which we will keep up to date with courses/workshops, events and support for professionals and parent/carers.

 Yo’tism Yoga Therapy Workshop – 12062017

Transition to Secondary School – 16052017


Special Educational Needs and Disability (SEND) Provision

St Albert the Great Catholic Primary School

Local Offer September 2017/2018

St Albert the Great Catholic Primary School is an inclusive school and may offer the following

range of provision for children with SEND.



          Social Skills programmes/support including strategies to enhance self-esteem

  • Talking and Drawing
  • Lego Therapy
  • Speech and Language sessions led by our Communication Champion
  • Social/Nurturing group led by Inclusion Leader and/or HLTA
  • Small group turn-taking games with a teaching assistant to support interactions
  • One-to-one teaching assistant support to develop social skills
  • Personalised social stories
  • Celebration of achievements in a weekly assembly
  • Headteacher awards to celebrate achievements
  • ‘Finer Diner’ awards
  • House system to promote collaboration and team involvement
  • House events organised and run by the children
  • House meetings to provide children with opportunities to share ideas
  • Classroom and public area display boards celebrate children’s work
  • Close liaison with outside agencies to support individuals
  • Children use ‘Learning Powers’ in all aspects of their school life
  • Lunchtime and after school sports clubs
  • Forest Schools Programme
          Access to a supportive environment – Computing facilities/equipment/resources (inc preparation)

  • Pre-teaching of strategies and vocabulary
  • Access to own voice recording equipment for verbal rehearsal to support written work
  • Access to software to support learning
  • Access to laptops and netbooks
  • Access to Ipads and appropriate apps to support learning
  • Visual timetables to support independent access and an understanding of routines
  • Steps to success used alongside the learning objective in each lesson
  • Feedback marking to show progress and next steps (Tickled Pink and Green For Growth) to close gaps
  • Oral feedback
  • Maths and English learning walls in every classroom
  • Learning Powers displayed in every classroom.
  • Learning Power ‘Supheroes’ displayed in entrance hall
  • Learning Powers display board to celebrate children’s work
  • Use of specialised equipment as required e.g. pencil grips, writing slopes, coloured overlays, weighted blankets and wobble cushions
  • Independent access to differentiated resources e.g. word mats and phoneme frames
  • Maths practical resources available e.g Numicon and dienes base 10
          Strategies/programmes to support speech and language

  • Interventions from a Speech and Language Therapist
  • 1:1 and small group Speech and Language sessions led by our Communication Champion
  • NELI programme
  • Use of Wellcomm
  • Delivery of a planned Speech and Language programme by a Teaching Assistant supported by a Speech and Language Therapist
  • Increased use of visual prompts and gestures
  • Use of Makaton sign language across the school
  • Small group games to develop communication led by a teaching assistant
  • Use of ‘Talk Partners’ during lessons to boost confidence and participation
          Mentoring activities

  • Use of talk partners
  • Support by a member of staff (INCo, Headteacher, Assistant Headteacher or Pastoral Care)
  • Buddy system
  • ‘Stay and Play’  in Foundation Stage
  • Year 3 children take part in an Integration Programme at Woodfield school
          Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

  • Interventions from an Occupational Therapist/Physiotherapist as required
  • Delivery of planned Occupational Therapy/Physiotherapy programmes
  • Staff training delivered by Occupational Therapist/Physiotherapist to support children’s specific needs
          Strategies to reduce anxiety/promote educational wellbeing (including communication with parents)

  • Meet and greet sessions at the start of each day
  • Parental contact sessions as appropriate
  • Transition support programme to support Year 6 children
  • Support for individuals or groups from DESC as required
  • Counselling sessions
  • 1:1 talking sessions with Inclusion Leader
  • Drawing and Talking sessions led by HLTA
  • Regular contact with parents through meetings, telephone conversations and e mail
  • Home/School links books for some pupils
  • Transition booklets for children anxious about changing year group to scaffold and support with changes to routing, staff and classroom
  • School Family Worker
  • Breakfast Club and After School Club
  • Lunch Club for FS1 children
  • Sensory room
          Strategies to support/develop English

  • Small group support in class through Guided Teaching
  • Withdrawal in small groups for Wave 2 activities e.g. phonics and reading comprehension
  • Daily readers prioritised
  • External advice/assessment/programme development from SpLD Base specialist teacher
  • Small group/individual handwriting sessions
  • Additional teaching assistant support for small groups/individual children
  • Use of Pie Corbett ‘Talk for Writing’ (TfW)

          Strategies to support/develop Maths

  • Small group support in class through Guided Teaching
  • Withdrawal in small groups for Wave 2 activities
  • External advice/assessment/programme development from SpLD Base specialist teacher
  • Additional teaching assistant support for small groups/individual children
         Strategies to support behaviour

  • Staff Prevent training
  • Consistent whole school approach using Step On and ‘Roots and Fruits’
  • Individual behaviour support plans and/or PSPs as necessary
  • Interventions and/or advice from DESC
  • Social stories
  • Social skills support groups
  • Individual risk assessments
  • Use of behaviour ladder/class dojos/class points
  • Support from Communication Disorders Team
  • Support from Hertfordshire Outreach Service based at Woodfield School
         Provision to facilitate/support access to the curriculum

  • In-class small group support from Teaching Assistant
  • 1:1 support in-class to support and or facilitate use of modififed resources
  • Specialised equipment
  • Appropriately modified/differentiated resources
  • Personalised curriculum in place for individuals
  • Organisation of classroom furniture and seating arrangements
  • Support for PE activities as required
          Strategies/support to develop independent learning

  • Use of visual timetables, checklists, timers, personalised word mats and scaffold prompts
  • Differentiated ‘Steps to Success’
  • Children choose own level of challenge
  • Pre-teaching of vocabulary and subject content
  • Visual displays and Working Walls
  • Access to Computing resources
  • Adapted curriculum/modified resources
  • Peer support
  • Promoting and teaching of the Learning Powers
  • Use of feedback marking
          Support/supervision at unstructured times of the day including personal care

  • Social stories to support personal care/playtime social interactions
  • Buddies
  • Additional adult support
  • Playground equipment available to promote varied and engaging play opportunities
  • Sports Crew and Playground Leaders to promote play opportunities
  • Consistent approach to behaviour in line with School’s Positive Behaviour Policy and Step On methodology
  • Range of lunchtime clubs available
          Planning and Assessment

  • Provision maps to identify and address gaps
  • Termly review of progress and next steps analysis by Inclusion Leader and Assessment Leader
  • INCo meets with outside agencies on a regular basis
  • Timetabled intervention support linked to Provision Maps
  • Impact analysis to track success of interventions and support
         Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Liaison with a wide range of external professionals
  • Regular contact with parents (face-to-face meeting, telephone calls and e mail)
  • Meetings with parents to discuss professional reports and advice
  • Team around the Family (TAF) to support the implementation of Early Help Module (EHM)
  • Dedicated School Family Worker and SEND School Family Worker
  • Close links with Windmill Children’s Centre
  • Support from Hertfordshire Outreach Service based at Woodfield School for individual pupils
         Access to Medical Interventions

  • Protocols and strategies for the use of personal medication
  • Individual care plans for children with significant medical needs and allergies
  • Liaison with school nurse and other medical professionals
  • Implementation of advice by advisory teachers
  • Individual support plans and risk assessment for pupils with short term medical needs
  • Staff trained in use of epipens/jextpens and Buccolam
  • Individual risk assessments when off-site educational visits take place
  • Individual Healthcare Plans for children with more complex SEND

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs Funding.