Welcome to the Inclusion Area
“All teachers are teachers of pupils with special educational needs. Teaching such children is therefore a whole school responsibility, requiring a whole school response.”
(SEND Code of practice 2001)
It is our duty to respond to pupils’ needs and overcome potential barriers for individuals and groups of pupils.
(National Curriculum in England: Framework for Key Stages 1 to 4)
Tel: 01923 232411
Hertfordshire’s Quality Offers
The Hertfordshire Autism Quality Offer aligns with the SEND Quality Offer – Hertfordshire’s statement on high quality provision and outcomes for children and young people with Special Educational Needs and Disabilities. The Autism Quality Offer describes the special educational provision that settings are encouraged to have available for children and young people who have autism or social communications needs and includes links to resources and training available to settings across Hertfordshire.
Find out more about key elements that make up inclusive support at Cassiobury Junior School (this information can also be found in the SEN Information Report located on the Statutory Page and in the documents below).
Class teachers liaise with the SENDCo around additional support for children known as Interventions. Interventions are short term boosts of support for the children and are reviewed termly. We aim to see children applying their new learning to independent classroom activities.
At Cassiobury Junior School, we work on Waves of support:
Wave 3 is for children who require a fully personalised curriculum in order to access the learning. Children working at Wave 3 may have interventions for English and Maths during the English and Maths lessons.
Wave 2 is for children who have some gaps in prior learning and require an additional boost. This might be from 2 to 5 sessions a week during the school day.
Wave 1 is for children who are supported in class via differentiated or adapted learning tasks; and the children may also work with the Class Teacher or Teaching Assistant (TA) in small group activities.
At Cassiobury Junior School, we have used the Helen Sanderson person centred tools to create a One Page Profile for all children requiring SEN/D Support. The One Page Profile outlines a child’s strengths, areas for support and how to best support them.
Along with this, we use Helen Sanderson’s 4 Plus 1 (we call this the SEND 4+1 Joint Planning Review). We chose the tool as our review document as it captures four key areas for discussion and an action plan: What have you tried? What have you learned? What are you pleased about? What are you concerned about? The discussion then directs us to the ‘plus 1′ question – what should we do next?
See what our parent’s have to say about our SEND Review meetings
At Cassiobury Junior School, we have a dedicated Wellbeing Lead, who works with children on a referral basis (please see the SEN Information Report for more information).
Other services available in Hertfordshire
(You will be able to click on the images below to take you to the webpage; please note, this page is currently being updated and not all links are available at this time)
Click on the Specific Learning Difficulties Team image below to find out more information about supporting your child. There is information about how to support at home and at school and a link that takes you to a bank of resources that can be used to support learning: “Go to SPLD resources”.
Specific learning difficulties team
What is Delivering Special Provision Locally (DSPL)?
DSPL is a Hertfordshire-wide partnership approach where parents, staff in early years settings and schools, further education colleges, local authority officers and representatives from other agencies, work together as part of an Area Group, reviewing and developing the range of provision and support services available to their local community that :
- Meets the needs of children and young people with special educational needs and/or disabilities (SEND), aged 0-25, as close to home as possible.
- Improves outcomes for wellbeing and attainment
- Widens choice for children and parents/carers
- Removes barriers to learning
- Uses resources more effectively