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SEN Information Report for 

Enfield Academy of New Waltham

Questions referenced to the SEN (Information) Regulations (Clause 65)

  Watch out for an update coming soon!


How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?

At Enfield Academy of New Waltham children are identified as having SEN through a variety of ways including the following:

  • Early Years Foundation Stage (EYFS) Assessment
  • Parent appointment to discuss concerns.
  • Conversations with staff following concerns raised re academic and other progress.
  • Concerns raised during an Educational Psychologist drop in session.
  • Assessing Pupil Progress, monitored carefully on the school tracking system.
  • Pupil progress is measured for each child on a termly basis.
  • Liaison with outside agencies.
  • Identification through involvement with Single Assesment meetings.
  • First point of contact would be the class teacher who would in turn signpost as necessary to an appropriate member of staff.
  • Liaison with previous school/setting.

How is the decision made about how much individual support pupils will receive?

  • The decision is usually made with the Class Teacher/SENCO/Head Teacher and Assistant Head Teacher
  • With outside agency support, where appropriate e.g. Medical – General Practitioner (G.P), School Nurse, Educational Psychologist, Learning and Cognition support team, Speech and Language, The Educational Team for Hearing and Vision.
  • Parents are involved and invited to attend a meeting.
  • Parents receive copies of reports and SEN Pupil Passports with personalised learning plans.
  • Advice is also given to parents as to how to support their child at home.
  • Whoever needs to be involved with a child is based on the child’s individual needs.
  • Evidence from assessments/child progress/development/behaviour.
  • Discussions with parents.


How does the school support pupils with special educational needs

Initially the school will map out the individual child’s needs and then identify an appropriate programme of support.

  • The pupil’s performance in class is the responsibility of the class teacher. Teachers will closely monitor the performance of any child they have concerns about. This will be through day-to-day assessment, achievement of individual targets and termly progression, as shown on our tracking system. Personalised Learning Plans are written, identifying their level of need and an outline of the provision in place.All teachers are required to maintain their own records. Records of interventions taking place are passed on to the Head teacher, the Assistant Head teacher and SENCO.
  • The SLT, Governors and SENCO have a responsibility to support the class teacher.
  • The Head teacher is responsible for the day-to-day management of the school, including the provision for pupils with special needs. The Head teacher will keep the Governors fully informed and will work closely with the Assistant Head teacher and SENCO.
  • The SENCO will be responsible for the day-to-day operation of the school’s SEN policy and for coordinating provision for pupils. The SENCO monitors intervention and evaluates its effect upon the child’s progress termly. This is also reviewed with the Class Teacher termly.
  • All members of the school staff have an important role in developing positive and constructive relationships with parents and carers.
  • Parents or carers share responsibilities in supporting the school and the pupil.
  • Intervention is planned immediately to address concerns.
  • Assessment is shared between classes.





 How does the school help parents to support their child’s learning?





  • Generically, meetings are held with all parents and newsletters are sent to all homes.
  • Specifically, meetings are held regularly to discuss Personalised Learning Plans. On an individual basis more personal meetings are held with parents.
  • To help parents to support their child’s learning outside of school specific advice is provided as necessary.
  • Children are made aware of their progress through verbal and written feedback towards individual targets.
  • With areas of concern parents are informed at the earliest opportunity to provide support and advice.


What mechanisms are in place for supporting pupils’ overall wellbeing?

  • Vigorous tracking/monitoring of progress.
  • Children are provided either with specific 1:1 support or small group support in accordance with their need.
  • School manage the administration of medicines in accordance with the ‘Medicine Policy’.
  • Parent/Carers will be required to complete a consent form, which will be held in the office.
  • A record of any medicine administered at school will be kept by the office and retained with the pupil’s records (attached).
  • Medicines will be sorted in a locked cabinet during the day or a fridge where necessary.
  • To support the process school has appointed 3 fully qualified first aiders and 1 paediatric qualified first aider who are available at all break times. Furthermore training is provided, which is continually updated as required.
  • The necessary school support systems are in place for addressing behaviour issues in line with the ‘Behaviour Policy’. The school policy for behaviour is transparent and made known to all pupils.
  • As far as attendance is concerned a process of 1st day contact is in place and children are prioritised as necessary.
  • Regular register trawls are made and close liaison is maintained with parents via letter or telephone call/texts.
  • Pupil questionnaires
  • Interventions
  • Assemblies
  • Circle time

The HLTA delivers TAMHS support for specific children, identified by class teachers as having a need. Issues covered may include:

  • Bereavement and loss
  • Divorce/separation
  • Anxieties/Worries
  • Anti-Bullying
  • School Transitions
  • Friendship

Peer Support:

  • Play buddies


How will parents know how their child is doing?

  • Parents are informed via the Annual School Reports.
  • Teacher/parent meetings are held for all pupils.
  • Pupil Progress Assessment is in place and achievments are discussed with parents
  • Parents are informed if further intervention is required. A Personalised Learning Plan is then written and implemented



 How are parents involved in discussions about planning for their child’s education?



  • Parents are involved as much as possible in planning their children’s education.
  • Parents are the first and ongoing educators of their own children and, as such, receive information and support to help develop their child’s learning at home and at school.
  • Parents are asked to contribute to the SEN Passports and Personalised Learning Plans.
  • Parent workshops e.g. Phonics

How are children able to contribute their views?

  • Pupil questionnaires
  • Pupil voice section in the SEN Passports
  • Discussions in PSHE sessions
  • Regular discussions about progress towards targets and next steps in learning


How is learning and development provision matched to individual pupils’ needs?

  • Differentiation, not just in terms of learning but also social and emotional and behaviour is in-built into all lessons and is given a high profile at all times. This supports children by providing them with scaffolding for their learning. All children have individual targets and tasks are planned to match the needs of the child.

How are the school’s resources allocated and matched to pupils’ SEN?

  • The school’s SEN budget is allocated for resources, including staff, and training.
  • Resources are purchased to meet the specific needs of the children.


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

  • Enfield has appointed first aiders and staff have received Epipen training, injecting Hydrocortisone, asthma and diabetes care (all appropriate to the children's needs), in addition to autism spectrum training, dyspraxia training and speech and language development training.
  • School accesses support from the Learning and Cognition Team, Applied Psychologies Educational Psychology Service, Barnardos, school nursing team and other support services as required.
  • School access other specialist services such as health, therapy and social care as required through its involvement in Single Assessment and Child Protection meetings.

HLTA trained to support:

  • Bereavement and loss
  • Divorce/separation
  • Anxieties/Worries
  • Anti-Bullying
  • School Transitions
  • Nurture

HLTA trained to deliver SEN provision for interventions and scotopic sensitivity testing.



How accessible is the school / academy environment?


  • The whole school building is on one level and fully wheelchair accessible.
  • The school has appropriate disabled changing and toilet facilities.


How are pupils included in activities outside the classroom including trips?


  • All pupils with SEND are able to access all of the school’s activities – The school assist individual pupils on a needs-led basis.
  • Parents are involved in planning activities and trips following meetings in school to help plan to consider what reasonable adjustments are necessary.



What training have the staff supporting pupils with SEN had, or what are they expected to have?


  • Staff have received training in Dyslexia, Speech and Language Development, Autism Spectrum Disorder, Dyspraxia and safe handling of children (Team Teach – training is updated every year)
  • HLTA has received TAMHS training


How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?

  • Transition plans are offered to pupils and parents before a pupil joins the school.
  • Information passed to a new school includes the pupil’s file and where appropriate SEN information and information, for example, relating to Child Protection.

Nursery to Early Years Foundation Stage (EYFS):

  • Staff visit nursery setting. Children visit teachers/classes regularly to become familiar with the adults/environment/peers. There is a transition programme which runs during the summer term, before entry.

Early Years Foundation Stage (EYFS) to Year 1:

  • Regular class swaps during the summer term. Teachers meet regularly to discuss individuals' needs. Preparation for Y1 begins in the summer term in EYFS. Transition activities are planned  with the new teacher.

Year 1 to Year 6:

  • Transition activities with the new teacher.
  • To help prepare a pupil for a change in placement Year 5 children are involved in feeder school participation visits.
  • This is followed by talks and lessons delivered by teachers from the feeder school and further visits.
  • Year 2 and Year 3 teaching staff liaise to ensure smooth transition from Key Stage 1 to Key Stage 2. Similarly Year 6 and Year 7 teaching staff liaise to ensure smooth transition from Key Stage 2 to Key Stage 3. Some children who are deemed to have special needs have additional visits to Key Stage 3.
  • Year 6 transition days and visits from teachers.



Who can parents contact for further information?

  • The first point of contact for a parent if they want to discuss something about their child would be the child’s class teacher.
  • The school welcomes parental involvement.
  • Parents can talk to any member of staff if they have any concerns.
  • Complaints about the school should be addressed to the Head Teacher.
  • Parents should make appointments through the school office to meet with the class teacher at the earliest opportunity.
  • The school welcomes the involvement where necessary, of the Parent Partnership Service (SENDIASS), particularly in SEN reviews.