SEN Information Report 2025–2026
Welcome to our ‘School Offer’ information. This document sets out how St Ippolyts CE (Aided) Primary School supports children with Special Educational Needs and Disabilities (SEND). Here you will find answers to frequently asked questions about the support and opportunities available to children and young people with SEND in our school.
We are an inclusive Church of England primary school with a strong Christian ethos. We believe every child is unique and should be supported to flourish academically, socially, emotionally, and spiritually. Some children may require additional support at points in their education; a few may require specialist provision. Our aim is always to ensure that all children access high-quality, inclusive teaching and learning.
Our work follows the guidance and statutory requirements set out in the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2014), as part of the Children and Families Act 2014, as well as the Equality Act 2010. This year we have also aligned our provision with the refreshed Hertfordshire County Council SEND Strategy 2025–2028, and the county-wide guidance on Ordinarily Available Provision (OAP) (updated 2025).
Under the Children and Families Act (2014), Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25 within their care. This is the ‘Local Offer’.
The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents in understanding the range of services and provision in the local area.
This information has been put together by:
- Headteacher: Mrs R. E. Peddie — head@stipps.herts.sch.uk
- Assistant Head – Inclusion (SENCo/InCo): Mrs G. Stewart — senco@stipps.herts.sch.uk
- SEND Governor: Mrs H. MacInnes (contact via school office)
- Office Manager: Mrs L. Joyce — admin@stipps.herts.sch.uk
Class teachers can be contacted via class emails or appointments made via the school office. This report is reviewed annually.
- How does the school know if children need extra help, and what should I do if I think my child has SEND?
At St Ippolyts, partnership with families is central. If you have concerns about your child’s progress or development, speak first with the class teacher. Together with the Inclusion Manager (SENCo), we will discuss your concerns and agree on the best next steps. If you think your child might have special educational needs, then please talk to us about it. We are a very open and friendly school and do our best to ensure all parents feel supported. We all want the same thing for your child – the very best – and we aim to work together to give them the best possible chance we can.
A pupil is identified as having SEND if “their learning difficulty or disability calls for special educational provision that is different from or additional to that normally available to pupils of the same age.” (SEND Code of Practice, 2014)
We use a range of evidence to identify SEND early, including:
- Parent/carer and pupil views
- Transition information from nurseries or previous schools
- Termly assessment data and progress meetings
- Ongoing classroom observations and teacher assessments
- External assessments where appropriate
If a child requires additional support or resources, they may be added to the SEND Register. Parents are always consulted first. Support from external professionals may be requested where needed. Children will have their learning adapted within the classroom with reasonable adjustments made to ensure they can access the learning – and their potential. Others may require the support of specially planned interventions which might take place in the class or outside the class in a group or individually.
In line with the Hertfordshire Ordinarily Available Provision Framework, we now provide a description of the support schools are expected to deliver from within their delegated resources before external referrals are made.
- How will school staff support my child?
Our core approach is high-quality first teaching, adapted to meet individual needs. Teachers follow an Inclusion Checklist to ensure resources, strategies, and learning environments are inclusive for all. Examples include:
- Visual timetables and scaffolding
- Flexible grouping
- Access to practical resources
- Clear routines and predictable structures
Lessons are structured in a way that allows children to learn in a variety of different ways, building their learning powers and encouraging children to develop an understanding on how they learn best. Support in class – as much as possible we aim to keep children in their classrooms and support them within the whole class in a variety of ways.
Children on the SEND register have a ‘One Page Profile’ co-produced with them, families, and staff. This ensures everyone understands the child’s strengths, needs, and effective strategies. Where necessary, children access additional interventions (usually for 6–12 weeks) which are reviewed termly.
We also work with external agencies to provide specialist advice where required. A few children may have an Education, health and care plan, written by the Hertfordshire County SEND team, outlining their needs and statutory provision needed. These are informally reviewed termly, with a formal annual review meeting.
The SEND Governor receives regular updates and the quality of SEND provision is monitored by governors and the leadership team.
- How will I know how my child is doing?
If we feel your child requires additional support (which is over and above the inclusive and adaptive classroom teaching and Ordinarily Available Provision), then you as parents or carers will be informed of this. You are always welcome to come and have a chat, formal or informal at an equally convenient time. We encourage you to ask for informal updates whenever you feel you need more information, and we particularly encourage you to share new information about your child if their needs change
Progress is monitored and shared through:
- Termly reviews of Personal Support Plans (PSPs)
- Parent consultation meetings (Autumn and Spring)
- Annual written reports (Summer)
- Additional termly SENCo meetings if requested
- Informal updates and home-school communication where needed
If your child is in Reception evidence is collected from observations of learning through play and measured against EYFS Early Learning Goals.
Pupil progress is tracked closely through regular Pupil Progress Meetings. SEND provision is evaluated and reported to governors and inspected by Ofsted. Book checks, lesson observations and learning walks will be carried out by Subject leaders, Senior Leadership Team, Governing Body and Local Authority to ensure that the needs of all children are met and that the quality of teaching and learning is high.
- How will learning be matched to my child’s needs?
We use the graduated response: Assess → Plan → Do → Review (APDR). The school identifies the needs on Class Action Plans, and any adaptations are noted on teacher’s planning and is monitored by SLT.
- Assess: gather a range of information including pupil and parent voice.
- Plan: agree appropriate strategies and support.
- Do: implement support.
- Review: evaluate effectiveness and adjust as needed.
Interventions are evidence-based, time-limited, and tailored to each child’s profile. Each support programme is carefully weighed up to ensure it is the most effective for each individual child with their own needs before it is implemented. Children are involved in the process and their interests, likes and feedback will be used to tailor interventions to maximise impact. It is important to recognise that learning needs come in many forms. The same diagnosis or need for one pupil can present very differently in another pupil.
- What support will there be for my child’s overall wellbeing?
We take a holistic approach to children’s development. Your child’s wellbeing is of utmost importance, and we pride ourselves on the inclusive environment in our school. Children are encouraged to participate in extra-curricular activities e.g. lunchtime and after-school clubs, where possible.
Emotional wellbeing is supported through:
- Strong pastoral systems and Christian values
- RSHE curriculum and Wellbeing Week
- Use of Zones of Regulation to support emotional literacy
- Access to extracurricular clubs and activities
- Sensory and nurture provision where needed
We encourage your child to share any worries they may have in a number or ways; verbally, written, within a worry box in their class or by having time to discuss with an adult whom they wish to speak to.
The school has access to further services provided via the ‘Letchworth Partnership’ such as family support workers (FSW), who help support families in our community. Do talk to the Inclusion Manager if you think they can help your family as this support needs to be accessed via a referral. More information about this service can be found here: https://letchworthfamilypartnership.org/
Year 6 pupils periodically access transition and resilience workshops from PHASE Hitchin.
Daily discussions with MSAs and weekly emails are circulated to keep staff up to date in understanding certain children’s needs during mealtimes, on the playground or in the class as opportunities to listen to podcasts to extend SEND knowledge of staff.
This process will now reflect the Hertfordshire Ordinarily Available Provision expectations, ensuring inclusive strategies are embedded in classroom practice before targeted support is layered in.
- What specialist services and expertise are available or accessed by the school?
The school has access to a wide range of services, dependent on your child’s needs. We work with a range of professionals, including:
- Educational Psychologists
- Speech and Language Therapists
- School Nursing Service
- Outreach services (e.g. ISL Communication & Autism Team, Woolgrove MLD outreach, HBOSS)
- CAMHS and PALMS for mental health support
- Occupational and Physiotherapy services
Referrals are made in partnership with parents. Staff also access specialist training to ensure strategies are implemented effectively. If a child is identified as needing support for which we do not have an appropriately trained member of staff, we will do our best to access training so that we are able to provide for your child’s needs.
- What training do staff supporting children with SEND receive?
Staff training is continually updated and has included:
- Autism, ADHD and neurodiversity awareness
- Specific learning difficulties (e.g. dyslexia, dyscalculia)
- Speech and language support (e.g. Wellcomm)
- Emotional regulation strategies
- Positive behaviour support (Therapeutic Thinking)
- Medical and first aid training
The Inclusion Manager holds the National Award for SEN Coordination and attends local SENCo clusters and DSPL (Delivering Special Provision Locally) meetings to stay up to date with local and national developments.
This year, we are embedding training on Ordinarily Available Provision and co-production with families and pupils, in line with Hertfordshire SEND priorities. The Head, Inclusion Manager and Senior Leadership Team plan training opportunities based on the specific needs identified on both an individual and school wide basis, to source what support they would like, either accessing courses outside school or training in –house.
We ensure that staff have an up-to-date working knowledge of SEND issues and current legislation. The SENDCo/Inclusion leader’s job is to support class teachers in planning for children with SEND. This includes whole school training on SEND issues such as autism spectrum disorder (ASD), attachment disorders, working memory difficulties and using Blanks to support Speech and Language difficulties.
Individual teachers and support staff attend training courses run by the Local Authority or outside agencies that are relevant to the needs of specific children in their class for example learning about difficulties associated with ADHD or Sensory Processing difficulties. The school also use various online resources such as those provided by The Autism Education Trust, NASEN, The Bell Foundation and CPD opportunities sourced from SENDcast – a wide range of podcasts focusing on Special Educational Needs, to keep up to date with all the different areas within SEND, best practices and to improve staff knowledge.
- How will you help me support my child’s learning?
Our school website is another source of information where Curriculum overviews are available at the beginning of each term so that you will know which topics will be covered. Parents are welcomed in to meet their child’s new teacher informally during Open Sessions and are invited to a class/year group assembly each year. We post relevant curriculum information on our website, and the Head’s weekly newsletters cascade highly useful ideas and school information eg. recommended web links, parents training courses and online safety guidance.
Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning or other specific strategies. Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress. Further support includes:
- Parent consultations twice a year
- PSP reviews with parental input
- Curriculum information evenings
- Online home learning platforms such as Google Classroom, Bug Club, Times Tables Rock Stars, and Spelling Shed
- Information and strategies on our website (e.g. maths calculation policy, reading guidance)
Parents can access signposting to additional services via the Herts Local Offer.
- How does the school enable constructive partnership working with families?
We have an open-door ethos. Families can contact us via email, phone or face-to-face appointments. We also:
- Seek parental consent before referrals
- Involve parents in reviews and planning
- Include children’s voice in decision making
- Have parent representation on the governing body and PTA
Working parents can telephone to arrange for a teacher to call them back or email if there is a particular issue they wish to discuss. Parents are also represented on the school governing body and PTA class reps.
Alongside discussions with parents, it is vital that the child is at the heart of the support and are regularly involved in discussions to ensure support meets their needs.
- How will my child be included in activities outside the classroom, including school trips?
All pupils are included in school visits, residentials, and clubs. Risk assessments and reasonable adjustments ensure accessibility and safety. Social stories and pre-visit preparation support children with additional needs. All children with SEND are included on school trips (including residential trips), and, when appropriate, reasonable adjustments are deployed. Parents are consulted to ensure the full participation and active engagement of all children. Where the outings are run by outside agencies staff are made aware of each child’s needs so that they can meet needs in a sensitive and appropriate manner.
We appreciate that changes to routine may be difficult for some children with SEND, so, where appropriate, we will also prepare the child for the trip by explaining what will happen using at times ‘social stories’, detailing how your child will be helped and remind them how to ask for help on the day. Children with SEND benefit from set routines and behaviour boundaries. Lunch time is often an unpredictable time for children with SEND. Some children with SEND may have difficulties with social skills or want to play alone and need adults to help model and guide them. Adults keep instructions clear and simple. Children may have a small concentration span and benefit from equipment and games to play with to keep them stimulated.
We also participate in inclusive sports festivals through Stevenage Sporting Futures Team. Some children may require additional sensory support, particularly for children with physical and sensory issues. Sensory circuits and Boogie Bounce sessions provide a way for children to receive a controlled input to calm and organise them for the day ahead ready for learning.
- How accessible is the school environment?
The school continues to make reasonable adjustments for all children and those with more specialist SEND needs where necessary.
- Fully wheelchair accessible with accessible toilets
- Specialised equipment provided where needed
- Translation and interpretation services available
- Classrooms regularly reviewed for accessibility and inclusive design
- Who can I contact for further information?
We feel that an open, honest conversation is the best way to resolve any problem you may have.
- Class teacher: first point of contact
- Inclusion Manager: Mrs G. Stewart — senco@stipps.herts.sch.uk
- Key Stage Leaders:
EYFS/KS1: Miss K. Ingle
KS2: Miss L. Walker
- Assistant Head: Mrs G. Stewart
- Headteacher: Mrs R. Peddie
For independent advice:
- SENDIASS Hertfordshire — sendiass@hertfordshire.gov.uk · SEND Code of Practice 0–25
If you wish to make a complaint the school has a complaints procedure which is available from the school office or on our website.
You may wish to also refer to the current SEND Code of Practice 0-25 using the following link: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25#
- How will the school support transitions?
The level of support offered is dependent on each child’s needs, age and development. We provide tailored transition support including:
- Visits to/from nurseries and new schools
- Additional transition sessions for children with SEND
- Pupil Passports and “This is Me” documents (Herts-wide standard)
- Social stories and transition booklets
- Liaison with secondary school SENCos
The Year 6 children also have a move up day and transitional workshops. Some secondary schools offer additional support for transition with children with SEND such as additional visits, summer school and activities planned to minimise any anxieties the child may have.
- How are resources allocated to children with SEND?
- Notional SEND budget funds teaching assistants, training, and resources.
- Resources are allocated based on need, reviewed termly.
- Specialist resources are purchased where appropriate.
Where needs exceed the delegated budget, the school may apply for Local High Needs Funding (LHNF).
- How is the decision made about how much support my child will receive?
The amount and type of support offered to a child is determined by a detailed analysis of a child’s needs, barriers to learning, stage of development, parental views, their own views and consultation with their class teacher. Children’s needs may change on a day-to-day basis and we tailor our support as best we can to support this.
Support levels are determined through:
- Assessments and observations
- Parent and pupil views
- PSP targets and progress
- Consultation with teachers and specialists
Support is regularly reviewed and adjusted. If a child has an Education, Health and Care Plan (EHCP), provision is determined through the EHCP and annual reviews.
If a child has an EHCP a banding process is how additional funding is obtained, and children shall need to fill in a ‘This is Me’ form now used across the SEND partnership in Hertfordshire to support children and young people in telling their story.
You can download the ‘This is me’ forms on the EHC Assessment page found here.
- How can I find information on the Local Authority’s Local Offer?
The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents in understanding the range of services and provision in the local area. Hertfordshire County Council publishes its Local Offer, which sets out available services and support for children and young people with SEND: www.hertfordshire.gov.uk/localoffer
The purpose of the Local Offer is to:
- Provide clear, accessible information on services
- Involve parents, carers, children and young people in shaping provision
- Promote early intervention and inclusion
If you have any questions or concerns about your child’s particular needs, please speak to your child’s class teacher or the Inclusion Manager. We hope you find this information helpful in ensuring inclusion for all.
Last Updated: October 2025
Next review date: October 2026
