SEND

The NHESC offers ‘That Reading Thing’ intervention, for those students most in need of support with their literacy, particularly reading and spelling. TRT is a systematic, synthetic phonics programme, that is delivered in thirty minute 1 to 1 sessions over a ten-to-twelve-week period. Gradually developing the strategies that they need to decode more challenging texts; thus improving their confidence and engagement in lessons. Students who have completed TRT have all shown dramatic improvements in their reading age upon completion of the programme.

SEN Policy

SEND Information Report (‘Centre Offer’)

All students at NHESC receive SEND support to encourage academic progress and support social, emotional and mental Health (SEMH) needs.

The NHESC offers ‘That Reading Thing’ intervention, for those students most in need of support with their literacy, particularly reading and spelling. TRT is a systematic, synthetic phonics programme, that is delivered in thirty minute 1 to 1 sessions over a ten-to-twelve-week period. Gradually developing the strategies that they need to decode more challenging texts; thus, improving their confidence and engagement in lessons. Students who have completed TRT have all shown dramatic improvements in their reading age upon completion of the programme.

How does the centre know if students need extra help?

  • Information from the referring School
  • Baseline numeracy and literacy assessments
  • Assessments for social, emotional, cognitive and memory
  • Screening to identify the probability of dyslexia
  • Subject teacher’s observations
  • Daily briefings are held twice a day, looking at all aspects of your child’s progress
  • Tracking information from termly progress reports, and Year 10 and Year 11 reports are used to identify underachievement
 

What should I do if I think my child may have special educational needs?

  • If parents/carers have any concerns their first point of contact is with our SENCO Miss Emery or Head of Centre via email or by phone.
  • Miss Emery – h.emery@nhf.school

How will Centre staff support my child’s progress and overall wellbeing?

  • Quality first teaching in all classes- all Teachers are teachers of SEN
  • All teachers will be informed about your child’s individual needs following baseline assessment information and through student profiles, they will adapt their lessons to meet these needs.
  • All staff will have access and be informed of individual student learning plans. These will include specific targets to be worked towards in each lesson.
  • Adaptive teaching in lessons means your child can access the lessons fully
  • All our students follow a curriculum that includes English, Maths, Science as well as vocational subjects.
  • Where it is felt it is the right thing to do a student may be offered additional help and support, in which case you would be informed eg. Literacy intervention or speech and language referral.
  • Therapeutic Intervention will be requested when necessary
  • There are a range of interventions and additional subject support which are available, and should your child need this, it would be discussed with you

 

If your child needs it, we will assess and apply for exam access arrangements according to the Joint Council for Qualifications exam regulations. All students are assessed to see if they need additional exam access arrangements.

How will I know how my child is doing?

 The Centre will send home half termly reports. We will continually monitor and review your child’s levels and if necessary, put an intervention in place.

We will keep you up to date and involved with your child’s progress through:

  • Parents/carer events
  • email
  • telephone calls
  • appointments made with individual teachers
  • annual reviews (for those with an Education Health Care Plan)
  • Half Termly Progress Reports
  • Termly “back to school” meetings
  • GCSE results day

 

The Centre provides information for parents through:

  • letters home
  • information on the website
  • email
  • telephone calls
  • Newsletters
  • X (formally Twitter)
 

What training have the staff, supporting children and young people with SEND, had or are having?

  • We have a SENCo who holds qualified teacher status (QTS) and the National Award for Special Education Needs Co-ordination (NASENCo, 2021) We also have several other staff who have a range of experience and training covering various SEN needs. Every staff member who will work with your child/young person, will be informed of all student needs and targets they are working towards.

All teachers are teachers of SEND, they will have had appropriate and regular training, this includes but not limit to:

  • LGBTQ+
  • Lego Therapy
  • Drawing and Talking Therapy
  • Hertfordshire Steps
  • Mental Health and wellbeing
  • Emotional based school avoidance (EBSA)
  • Zones of Regulation
  • Prevent
  • Safeguarding
  • In house training and a cycle of CPD for all teaching and support staff as relevant
  • Attachment and Trauma training
  • ADHD and Autism training
  • Student specific training to identify needs and provide support within the classroom
  • Literacy/phonics training
  • Communication and interaction training
  • Regular SEND updates and tracking progress

We have a zero-tolerance approach to bullying and discrimination

Staff who are new to the Centre follow an induction programme which includes training and a handbook containing information on SEN.

  • Training is provided to all staff including teachers and TAs as the need arises and there is ongoing training for all staff as well as opportunities to further develop skills.
  • As a Centre we can call on support from specialist organisations from within the Local Authority.
 

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

  • Robust baseline assessments on entry identify need in the first instance and programmes and interventions are designed accordingly.
  • High quality teaching that is adaptive and personalised to meet individual needs
  • Small group and 1:1 intervention
  • Additional support is offered in lessons by support staff
  • Weekly mentor sessions based on individual need
  • Learner voice is taken into account
  • Monitoring of progress through Centre tracking systems and student progress meetings
 

How will you help me to support my child’s learning?

You can support your child by encouraging him/her to fully engage with their learning and any interventions offered by:

  • Helping them to be organised for their day, including wearing the correct uniform
  • Encouraging full attendance and good punctuality
  • Attending parent’s meetings
  • Attending any meetings specifically arranged for your child
 

NHESC will support this process through:

  • Clear, effective and timely communication
  • Using your preferred method of contact where possible (phone, email, text or letter)

 

Links to external support are available on the Centre website.  The SENCO is always available to meet with parents to discuss support.

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

Decisions are made using a person-centred approach, considering the views of young people and parents/carers alongside data collected on entry and throughout the year.

Data collection may include:

  • Information received from previous schools
  • Information gathered during lessons
  • Baseline assessment and ongoing assessment
  • Continued monitoring of interventions
  • Learner voice

 

All students will have personalised interventions. Personalised student Half termly learning plans are shared with all staff – to ensure that the appropriate support is provided in lessons and in other aspects of centre life. Learners and parents/carers are entitled to see any information the school may hold regarding educational provision and how decisions may be made.

 

What support will there be for my child’s overall wellbeing?

  • At North Herts ESC we take pastoral responsibilities seriously and are proud to have the Mental Health Kite mark. We pride ourselves on providing a high level of student support and guidance. One way we support our students is by assigning them a named mentor.  This builds a strong relationship between the mentor and students.
  • If your child finds lunch or break times difficult, we can provide additional support to support them.
  • Links to external support are available on the Centre website. 

What specialist services and expertise are available at or accessed by the Centre?

For some students we can get support from the

  • Family support worker
  • Educational Psychologist
  • Child Development Centre
  • Exam Access Arrangements
  • Child and adolescence mental health service (CAMHS)
  • Services for young people (SfYP)
  • SASH- specialist adolescent service Hertfordshire
  • Ask SALI -SEND advisory service
  • Speech, Language, communication and Autism Team
  • GRIT 1-1 and group coaching
  • Counsellors
  • Special School Outreach Service
  • Social Care
  • ELSA
  • Family work
  • ADHD nurse
  • SfYP CEIAG advisor (careers and education information and guidance)
  • Other services as appropriate and required
 

North Herts ESC Autism Offer

  • We have a Setting/Centre Autism Lead –Miss Emery. This is your initial point of contact if you need information about services available.
  • Every child on the Autism spectrum will be given a Student Profile that identifies their strengths, interests and needs – This will be reviewed regularly.
  • The majority of our staff have had a variety of autism training, including sensory needs as part of individualised CPD
  • We ensure that there is a positive ‘Transition Pathway’ that will support transitions within the Centre and when your child moves on to their next place of education or workplace.
  • We ensure that we have strong Parental partnerships so that any change in your child’s circumstances is quickly responded to and needs are met. This relies on open parental communication.
  • We endeavour to listen to your child’s/young person’s views, we take into consideration that children and young people have different ways of communicating and we will need appropriate strategies to support them.


How will I be involved in discussions about and planning for my child’s education?

  • You and your child’s/young person will be invited to a “back to school” meeting at the beginning of each term. These will be with a member of the leadership team
  • You will have an opportunity to discuss individual subjects with subject teachers at Parent/Carer Events throughout the year
  • Parents are informed if interventions are going to take place and meetings /discussion can be held as appropriate with the SENCO and other relevant staff
  • Staff are also available on student achievement celebration days
 

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

  • Appropriate provision and reasonable adjustments will be made where necessary
  • Additional adults to provide support if necessary
  • Risk assessments to ensure safety of all students
 

How accessible is the Centre environment?

Both sites are accessible on the ground floor with disabled toilets. There are no lifts to the first floors. 

Both Bancroft and Briar Patch have a calm and inclusive environment to ensure they are friendly for those with Autism and sensory needs.

Who can I contact for further Information?

You can contact your child/young person’s Tutor, SENCO Miss Emery or Executive Head Dan Nearney, via email or by phone.

  • Mr Nearney- d.nearney@nhf.school
  • Miss Emery – h.emery@nhf.school


For more information visit Hertfordshire County Council SEN Local Offer page:  www.hertsdirect.org/localoffer

SENDIASS are an organisation that can offer support, advice and guidance – https://hertssendiass.org.uk/

Further links for support and advice can be found in the information for parents and carers section of the school website.

For complaints, please contact our Head of Centre directly by telephone (01462) 487207 or email: headnhesc@nhf.school, Alternatively you can access the complaints policy via our website

This Information report should be read in conjunction with SEN policy