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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!

This will be reviewed annually in January.


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 appointments 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 against objectives in class for each child and entered weekly onto a tracking system, resulting in a termly analysis.
  • Pre- and post-tests are undertaken in lessons before and after a teaching 'module' to assess progress made - these can give early warning signs of issues.
  • Liaison with outside agencies.
  • Identification through involvement with the Single Assessment process.
  • 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/Principal and Vice Principal
  • 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 outside agency reports and Pupil Passports.
  • 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 / objectives and termly progression, as shown on our tracking system. Pupil Passports 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 shared with all staff.
  • The SLT, Governors and SENCO have a responsibility to support the class teacher.
  • The Principal is responsible for the day-to-day management of the school, including the provision for pupils with special needs. The Principal will keep the Governors fully informed and will work closely with the Vice Principal 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.
  • Support is often given in one-to-one sessions, small group work and focused interventions





 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 Individual targets on Pupil Passports. Parents are asked to work in partnership with the teacher to produce the Pupil Passport. 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 are required to complete a consent form, which is 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.
  • Medicines will be sorted in a locked cabinet during the day or a fridge where necessary.
  • To support the process school has appointed four fully qualified first aiders and two paediatric qualified first aiders who are available at all break times. Furthermore training is provided, which is continually updated as required. Three fully qualified first aiders work across lunch-times. All other lunch-time staff have undertaken basic first aid training.
  • 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 and pupil passports ensure that pupils' voices are heard and are central in making decisions / giving support.
  • One-to-one interventions are put in place with our school specialist, who has three full mornings devoted to pupil's well-being.
  • Personal & Social Education lessons enable children to make sense of their feelings and well-being.
  • Assemblies often link to themes relating to everyone's well-being in the school community
  • Circle time is used in class to address issues as they arise and to develop children's social and emotional intelligences.

A fully qualified Higher Level Teaching Assistant (HLTA) delivers TAMHS (targetted mental health support) for specific children, identified by class teachers as having a need, be it a short term or longer term need. Issues covered may include:

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


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 and achievement are discussed with parents
  • Parents are informed if further intervention is required. An individual Pupil Passport is then written and implemented and reviewed regularly in partnership with parents.



 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 expected to contribute to the Pupil Passport, ensuring that their concerns and worries are taken account of. Parents are invited to an initial discussion, when a Passport is to be written so that their views, in addition to that of their child, are planned into the learning.

How are children able to contribute their views?

  • Pupil questionnaires
  • Discussions in PSHE sessions
  • Regular discussions about progress towards targets and next steps in learning
  • The children are expected to contribute their views on the Pupil Passport
  • Pupil Voice through the Learning Council and the suggestion boxes
  • One-to-one sessions with the HLTA


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.
  • Pupils are supported in their learning with resources and scaffolds to enable their independence, in addition to adult support where appropriate.
  • Pupils are provided with specific aids appropriate to their needs. This may be anything from a wobble cushion to coloured overlays.

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

  • The school’s SEN budget is allocated for resources, for training and for outside agency expertise.
  • Resources are purchased to meet the specific needs of the children, in discussion with the Specialist Advisory Service.
  • Classrooms are provided with additional adult support to enable group and individual interventions to be undertaken daily.


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

  • Our school has qualified, appointed first aiders and staff have received Epipen training, asthma care, injecting Hydrocortisone and diabetes care.
  • School accesses support from the LA Specialist Advisory Service, the Enquire Learning Trust SEN specialist, Applied Psychologies Educational Psychology Service, Barnardos and other support services as required.
  • School access other specialist services such as health, therapy and social care as required.
  • Our school has a specialist SEN teaching assistant, who is also trained to diagnose children with scotopic sensitivity; and trained to support children with dyspraxia.

Our school has a Higher Level Teaching Assistant (HLTA) / Learning Mentor trained to support staff and children in:

  • Bereavement and loss
  • Divorce/separation
  • Anxieties/Worries
  • Anti-Bullying
  • School Transitions
  • Nurture therapy
  • Sleep deprivation
  • Friendship issues

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.


Please see the Accessibility Plan on the web-site.


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 assists 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 to ensure full inclusion.



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


  • Staff have received training in Dyslexia, Dyspraxia, Speech and Language Development, Phonics, Autistic Spectrum Disorders and Safe Handling of Children (Team Teach – training is updated every year)
  • Our HLTA has received TAMHS training
  • Our SEN teaching Assistant has received scotopic screening training
  • Our SEND Leader has training updates / workshops termly.


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.

Early Years Foundation Stage (EYFS) to Year 1:

  • Year 1 teacher, teaches EYFS two sessions a week and also for some foundation subjects. Transition activities 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 tgheir chosen secondary school.
  • Year 6 transition days and visits from teachers.
  • SEN Leaders from secondary schools visit us to discuss individual children
  • SEN Pupil Passports are shared from one class/ stage of education to the next



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 Principal in the first instance and then to the Enquire Learning Trust.
  • Parents should make appointments through the school office to meet with the class teacher at the earliest opportunity.
  • The school welcomes the involvement of the Parent Partnership Service, particularly in SEN reviews.