North Herts Primary Support Services

NHPSS Overview

North Herts Primary Support Service is a commissioned service providing SEMH support for pupils in Letchworth, Baldock and Royston partnership areas.

Three of the Partnerships of the local DSPL

(Letchworth, Baldock and Royston, the Tri-Partnership) have:

Commissioned NHESC to provide appropriate outreach support on behalf of the learners using High Needs Block funding’

NHESC having been commissioned, have created the North Herts Primary Support Service (NHPSS) to provide primary support services to Letchworth, Baldock and Royston.

The baseline outcomes are that pupils worked with by the NHPSS will

  • make positive progress and achievement
  • engage in learning as a result of the work done with their social, emotional and mental health difficulties, allowing them to access a full curriculum by helping to remove their barriers to learning

Model of SEMH Support in DSPL1

The aim of this approach is to support schools, children and families with a focus on appropriate support and advice to ultimately reduce the number of children at significant risk of or who have been permanently excluded. The model supports direct work with high needs SEMH pupils, while also facilitating early intervention advice and training in school.

NHPSS advice /training is available at all tiers.

Primary Referral Process

Referral Process Information and Instructions:

Once it has been identified there is a need for the NHPSS to be involved with a child, the school should meet with parent and discuss the service and what NHPSS can offer; a leaflet (that we will provide) should then be passed to parents to direct them to our website and procedures.  At this point the Single Service Request (SR) is to be completed and signed by parent/carer.

The SENCO and any other relevant member of staff should then complete the tab ‘Referral or Start of year’ on the Pupil Data Collection sheet.  All the purple boxes need an answer, these can either be selected from the drop down menus or written in. Please then send the signed SR and the completed Data Collection sheet to via schoolsfx.

Once this has been received the referral will be reviewed by the Joint Leads and a NHPSS worker will be in contact with the person who made the referral to complete the SEMH Questionnaire and create an Individual Pupil Programme. Once this is created it will be sent out to the school and support will begin. 

The Pupil Data Collection sheet and SEMH Questionnaire will be used to record and track progress and any changes for the duration of support or the relevant academic year. These will be updated at the end of each term in consultation with the school. We will also send out feedback each half term.

Termly Review Process

The Pupil Data Collection sheet will be sent out to SENCOs via schoolsfx, three weeks before the end of term.  This will need to be completed and returned by the date set.

Once you receive the Pupil Data Collection sheet at the end of the term please complete the tab related to the current term.

Individual Pupil Programmes will be created at the beginning of each term, feedback will be sent out at the end of each half term. Support Workers will be in schools towards the end of each term to fill out the SEMH Questionnaires to input into their planning for the following term.

End of Academic Year reports will be sent out in July or at the point of a pupil finishing support.

Primary Service Provided

NHPSS offers support for KS1 and KS2 pupils who meet the High Needs criteria, using the Hertfordshire Tiered approach.  The support will provide an SEMH Curriculum with out of class support work.  Additionally, enhanced support will be tailored to the child’s needs, there may be time spent supporting pupils in the classroom or on a withdrawal basis. The support offered to pupils is based on the information gathered about each pupil’s individual High Needs and can be altered should their circumstances, or tiered level of need, change.

Where a pupil’s level of need dramatically increases and there is a five day, or more, or possible permanent exclusion, then there may be a need to remove support from other pupils who are at the lowest level of High Need.  This additional staff time allocation will be taken from pupils who are within the same partnership.

Assistance may be given to write PSPs, reports for LHNF, CDC, CDAC, EHCPs and CAMHS; NHPSS staff members will attend meetings for the above where appropriate.

NHPSS also offer a range of support and training, including Positive Behaviour Management Training, to whole staff groups, small teams and MSAs. This will support a consistent approach within school.  To access this training please contact us on or alternatively speak to Jon Hansford or Robyn McFayden. 

NHPSS staff work within the NHESC calendar and may also attend NHESC, and other, training courses.  All attempts will be made for staff to attend meetings for pupils within their own support time; however occasionally staff will need to cancel a session – the support worker will give as much notice as possible.

North Herts Primary Support Contacts

North Herts Support Services Joint Leads

Robyn McFayden – 07876788760 (Mon-Fri)

Jon Hansford –  07717534613 (Wed-Thu)

North Herts Support Services Support Staff

Emma Goddard – 07796526289 (Mon-Fri)

Asia Hussain – 07786935699 (Wed 9-1, Thu 9-3)

Alexandra Hammett – 07796 536609 – (Mon-Fri)

Tiegan Potter – 07796538094 (Mon-Fri)

Jade Upton – 07796542070 (Mon-Fri)

Nichola Walker – 07795843599 (Mon-Thu)

Sian Young – 07795841915 (Mon-Fri)

Sadie Mayse – 07840848677 (Mon-Fri)

Chair of the NHPSS Commissioning Group

Name: Mrs Julie Petitt

Letchworth Partnership Rep

Name: Mrs Julie Petitt

Baldock Partnership Rep

Name: Mr Simon England

Royston Partnership Rep

Name: Mrs Anna Greetham

North Herts ESC Rep

Name: Mrs Shelley Hughes


A Selection of Responses from Parent/Carers when asked about their child’s progress:

“… has improved greatly”

“… think it is helping him”

“… more patient in time of stress…heard him “countdown from 10” & use techniques that you have taught him and it really helps him. Thank you”

“… definitely less physical behaviour when angry or upset”

“… talks positively about the Outreach Support”

“Thank you”

Selection of Responses from Pupils when asked about their progress:

“Starting and completing more work”

“I am not shouting out so much”

“I want to do well in maths and literacy”

“Looks forward to come to school”

“I’ve done lots of good writing”

“I usually think about it (my behaviour) to make (Outreach worker) proud”

“I am more confident about my learning”

Selection of Responses from Pupils when asked about the most helpful work they did in the sessions:

“Talking about needs”

“The STAR system”

“the listening work”

“To go over strategies”

“Anger Gremlin worksheets/to slow my anger down”

“makes me more positive about losing”

“talking about how I feel”

“making me do more good things”

“looking at my positive and feelings book”

“Anger strategies”

“Group work with social skills and friendships”

School Comments

“The support … has always been consistent and given a clear message, which school has been able to follow through”

“… improved attitude to learning”

“… behaviour has improved greatly”

“ … addresses adults appropriately”

“… is happier coming into school and follows instructions better”

“… causing less disruptions to the learning of others”

“… more willing to engage with learning”

“… more willing to work with his peers”

“… now responds well to praise”

 “… been given a variety of different strategies to try”

“Excellent support … friendly, approachable and empathetic”

“We are very pleased to have the support of both XX and XX to support pupils in our school. The children enjoy their sessions with them and they have adapted to all our Covid restrictions in place. It has been great that XX has been able to contribute to the annual review of one of our pupils and support our request for a change of provision to specialist.”

“All staff are very approachable and knowledgeable. They have always built a professional relationship with the school and pupil.”

“Obviously if we could have more sessions for our children we would all benefit from that but we know that services are stretched and we really appreciate what we do get!”

“There was more consistency in pupil’s sessions in 2019-20 – less cancelling at short notice, moving around and changing of workers.”