At St Paul’s, we are committed to providing an inclusive and supportive learning environment where every child feels valued, included and able to achieve their potential.

All staff share responsibility for supporting children with special educational needs and disabilities (SEND). We recognise that every child is different, and support is carefully planned to meet their individual needs.

How will we support your child?

High-quality inclusive teaching: Class teachers are responsible for the learning and progress of all children in their class. They adapt teaching, activities and resources to meet individual needs, using Hertfordshire's Ordinarily Available Provision guidance.

Individual Support Plans (ISPs): Where appropriate, children have an ISP which identifies their individual targets, the support they need and how progress will be measured.

Additional adult support: Teaching assistants may work with individual children or small groups to provide targeted support, encourage participation and develop independence.

Targeted interventions: Some children may receive additional support in areas such as literacy, mathematics, speech and language, communication, social interaction or emotional regulation.

Specialist resources: Staff may use visual timetables, communication aids, sensory resources, adapted learning materials or assistive technology to help children access learning.

Support from the SENCO: Our Special Educational Needs Coordinator (SENCO) works closely with teachers, support staff, parents and external professionals to plan, coordinate and review SEND provision.

External specialist advice: Where appropriate, we seek guidance from professionals such as educational psychologists, speech and language therapists, occupational therapists and specialist advisory teachers.

Staff training: Staff receive relevant training and guidance to develop their knowledge and skills in supporting children with SEND.

How do we make sure the support is effective?

We follow the graduated approach of Assess, Plan, Do, Review to identify children's needs, plan appropriate support, monitor progress and make adjustments when necessary.

Individual Support Plans are reviewed half-termly, and teachers work with the SENCO to evaluate the impact of additional provision.

Where a child has an Education, Health and Care Plan (EHCP), we ensure that the special educational provision specified in the plan is delivered.

How are parents involved?

We work closely with parents and carers, recognising that you know your child best. Your views, alongside your child's voice, help us plan and review the support provided.

If you have any questions about the support your child receives, please speak to their class teacher or the SENCO.

Our aim is to provide the right support at the right time, enabling every child to make progress, develop confidence and independence, and participate fully in school life.