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 2016

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

  • Social/Nurturing group led by INCo 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 and coloured overlays
  • 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
  • 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
  • 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, Deputy Headteacher or Pastoral Care)
  • Buddy system
  • ‘Stay and Play’  in Foundation Stage
          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 INCo
  • 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

          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 as necessary
  • Interventions and/or advice from DESC
  • Social stories
  • Social skills support groups
  • Individual risk assessments
  • Use of behaviour ladder/class dojos
  • Support from Communication Disorders Team
         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’
  • 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
  • Play Leader 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 INCo 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 Common Assessment Framework (CAF)
  • Dedicated School Family Worker
  • Close links with Windmill Children’s Centre
  • Support from Colnbrook Outreach Centre 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
  • Individual risk assessments with 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.