School Information Report (School Offer)

School Name: Summercroft Primary School

SENCO: Emma Cook

Contact details: Contact via the school office 01279 307477 admin@summercroft.herts.sch.uk

Date: September 2025

Introduction

All Hertfordshire schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). We are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. We aim to be inclusive, with the needs of SEND pupils being met in our mainstream setting wherever possible, if families wish this to happen.

For further information please see the proposed Hertfordshire Local Offer.

The following questions and answers are intended to help to explain how children at Summercroft are supported. Further information is available on the school’s Special Educational Needs Policy. Should you have any specific queries or concerns, we invite you to contact the school for further information.

1. How does the school know if the children need extra help?

• The SEND code of practice states:

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• ​​​​​​​​​​​​​​Has a significantly greater difficulty in learning than the majority of others of the same age, or
• Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

• Our admission form enables you to share any concerns that you may have about your child, including any diagnosed or potential special educational needs.
• If your child is joining us from another school, they will send us information about your child’s strengths/ needs and supports that they had put in place.
• Within school, we carefully monitor the progress of all pupils so that, if your child does not make expected progress, their level of need can be quickly identified and ways forward can be discussed with you.

What should I do if I think my child may have Special Educational Needs (SEN)?

• The class teacher should be the first point of contact if you have any concerns about the progress or attainment of your child. Parent Consultations are a termly opportunity to liaise with your child’s class teacher but you can always arrange an informal meeting with them to discuss your child’s needs. If you still have concerns you can contact the SENCO via the school office.

2. How will the school support my child?

• By working collaboratively with parents we provide support specific to your individual child’s needs in the following ways:
  • The first form of support for all children – including those with special educational needs – is Quality First Teaching. All teachers use information about the strengths and needs of all children to ensure that work is appropriately differentiated and well resourced.
  • Curriculum adaptations will be made to ensure that all children can access learning in line with their own abilities.
  • Ordinarily Available Provision (OAP) guidance is followed to ensure inclusive practice in the classroom at all times.
  • Children may be supported in a small group within the lesson or as an additional opportunity to pre-teach or consolidate learning.
  • Children may be identified for targeted interventions depending on their individual needs. These may be to support social, emotional or academic learning needs and may be in a small group or on an individual basis, dependent on need.

3. How will I know how my child is doing?

• You will receive formal communications, outlining your child’s progress, once a term in the form of Parent Consultations and/or Annual Report.

• For pupils with an Individual Support Plan (ISP) you will have the opportunity to meet with your child’s teacher every term.
• For pupils with an Education and Health Care Plan (EHCP) you will have the opportunity to meet with your child’s teacher and SENCO every term.
• If you wish to discuss your child’s needs at any other time, you should arrange a call or meeting with the class teacher.

4. How will the learning and development provision be matched to my child’s needs?

• All staff use adaptive teaching to ensure that provision is matched to the needs of all children in their class.
• Where appropriate, our children with Special Educational Needs and Disabilities have an ISP. This will be developed collaboratively between children, home and school and will set out your child’s individual outcomes and support. It will be reviewed termly through an Assess, Plan, Do, Review (APDR) process.
• We follow the statutory guidance for children who have an EHCP. These are reviewed termly through the APDR process.
• Where appropriate, we liaise with external agencies to seek specialist advice.  

5. What support will there be for my child’s overall wellbeing?

• Our school aim of achieving through care, challenge and creativity runs through all aspects of school life.
• We recognise the importance of fostering positive relationships between parents, children and school to develop children’s overall wellbeing.
• We teach our behaviour expectations of Ready, Respectful and Safe, underpinned by our Behaviour and Relationships Policy and Behaviour Curriculum.
• We foster an atmosphere of listening to children’s views and addressing their concerns or ideas in a number of ways:
  • Focus on building positive relationships between staff and children
  • Fostering an anti-bullying culture in line with our anti-bullying policy
  • Giving all children a voice through Smart School Council and Talking Groups
  • Regular reviews of trusted adults all of whom operate an open-door policy
  • Listening boxes provided in every classroom
  • Promoting positive mental health and wellbeing through Assemblies, PSHE curriculum and everyday teaching
• Through our Learning Powers, we teach Challenge, Communication, Creativity, Independence, Positivity and Resilience.
• Children practice mindfulness regularly as part of their class activities.
• Personal, Social, Health Education (PSHE), which focuses on aspects of emotional wellbeing, is taught regularly.
• OPAL lunchtimes enhance children’s wellbeing and happiness through a range of opportunities for active, creative and self-regulated play.
• There are opportunities for children to attend extra-curricular activities including sports, arts and music.
• Pastoral or Nurture interventions are available for identified children.
• Where appropriate, we liaise with external agencies to seek specialist advice. 

6. What training have the staff supporting children with SEND had or are having?

• The SENCO is a qualified teacher and is currently completing the National Professional Qualification for SENCOs.
• All staff regularly update their practice through Continued Professional Development (CPD), both internal and external.
• The SENCO will deliver specific training where appropriate.
• Learning Support Assistants receive targeted training to meet the needs of the children who they support.

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

• Staff are experienced in supporting children’s individual needs, with specific expertise available from the SENCo, Pastoral Lead, Emotional Literacy Support Assistant (ELSA) and Speech and Language Therapist.
• If further advice and support is needed, a referral will be made, with your permission, to an appropriate agency or service. These services may include Educational Psychologists, Advisory teachers, Speech and Language therapists, School Nurse, CAMHS, Occupational Therapist, Aspects, Amwell Outreach and Rivers Education Support Centre.
• Further information can be found on the Hertfordshire SEND Local Offer website.

8. How will you help me to support my child’s learning?

• Class Teachers are the first port of call and are regularly available to share information and discuss what is working well at home and school to ensure a consistent approach.
• Where home learning is set, it should be accessible to all children.
• The school offers a variety of workshops and meetings throughout the year to inform parents how they can support their child at home.
• Formal termly communication is provided to report on progress and advise on how parents can support with this.
• Access to information on how to support your child is shared regularly via the school newsletter, emails or through contact with the SEND Team. Further information can also be found on the SEND section of the school website.

9. How does the school enable constructive partnership working with families?

• In addition to formal Parent Consultations, you can also discuss your child’s education with their class teacher, the SENCO or Head teacher.
• If your child has an ISP you will be invited by the class teacher to review and update it every term.
• If your child has an EHCP you will be invited to review and update it with the SENCO and class teacher every term, which includes a statutory Annual Review meeting.
• Parents are involved in the school in a variety of ways including opportunities to share learning, community events and parent forums.
• All children are part of our Smart School Council, which provides regular opportunity for pupil voice about whole-school issues.
• Parents have regular opportunities to formally share feedback through termly contact, parent forums and annual parent view.
• School operates an open-door policy and informal feedback is welcomed.
• Feedback from parents and children is considered in the development of SEND policy and practice.

10. How will my child be included in activities outside the classroom, including school trips?

• Our Equality, Diversity and Inclusion Policy promotes involvement of all our children in all aspects of the curriculum, including activities outside the classroom.
• For all trips that take place out of school, a risk assessment is completed and reasonable adjustments are made depending on additional needs of children.
• Where appropriate, a family representative may be invited to accompany a child on a school trip, including residential trips, in order to support a safe and positive experience for all.
• For some children, social stories and/ or visual timetables are used to prepare them for school trips and events.
• For more details please see our Educational Visits Policy.

11. How accessible is the school environment?

• All schools in Hertfordshire will comply with the Equality Act 2010. This means that they will make reasonable adjustments to the school environment (including, but not exclusively, the school building, classrooms, furniture, shared and play space) to enable pupils with specific needs to be included in the school community.
• Summercroft Primary School is a fully accessible site. All classrooms are accessible for wheelchair users. There is also access to disabled toilets in all buildings.
• Adaptations are made as necessary for children with visual or hearing impairments.
• The school has a sensory room which is used as a safe space and calming area. Each classroom has a sensory circuit station and safe spaces identified for individual pupils. There are other safe spaces available to children around the school.
• Widgit Symbols are used to support communication across the school.
• If your child or a family member have accessibility needs, please contact us and we will make appropriate provisions.
• For specific information please see Accessibility Plan policy.

12. Who can I contact for further information?

• Any questions that you have regarding your child’s needs or supports in place for them should be directed to the class teacher in the first instance. The class teacher will work collaboratively with the SEND Team to support your child’s needs.
• For further information, the SENCO or Head teacher can be contacted via the school office: admin@summercroft.herts.sch.uk or 01279 307477. Please note Mrs Cook’s working days are Monday - Wednesday.
• Communication between external agencies and families will be facilitated by school where appropriate.
• Further support is available for families from Special Educational Needs and Disabilities Information Advice and Support Services (SENDIASS).
• If you have a concern about the provision for your child please contact the school to discuss this. If we are unable to resolve your concern it can be escalated through the complaints process. Further details can be found in our Complaints Policy.
• If the complaint is regarding the Statutory SEN then please contact the Local Authority via cs.complaints@hertfordshire.gov.uk.

13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

• At Summercroft, we aim to make transitions as smooth as possible by ensuring that families, children and staff are well prepared.
• For all children joining our Nursery, staff will carry out a home visit. There will be further transition support for children who have been highlighted as having additional needs.
• For all children joining our Reception, staff will communicate with feeder settings. There will be further transition support for children who have been highlighted as having additional needs, which may include visits to home or setting.
• For in-year applications, staff will communicate with the feeder setting and children will have a taster morning. Children will be provided with a buddy who can support them to settle in.
• There will be further transition support for children who have been highlighted as having additional needs.
• For children with additional needs joining the school, the SENCO is available to meet with parents so that appropriate arrangements can be put in place for the arrival of the child.
• Transition mornings are held at the end of each summer term so pupils can spend time getting to know their new class teacher and class groups. When your child moves within the school to the next year group, class teachers work very closely on ensuring that all key information is passed on to appropriate adults.
• All children will receive a transition book for their new class which includes photographs of the classroom, supporting adults and key routines.
• Identified children will be offered a pre-visit before term starts in September to allow them to re-familiarise themselves with key adults, routines and the classroom environment.
• For pupils transferring to secondary school, Summercroft has an established routine of working with our secondary school partners to ensure that SEND pupils are well supported. Some children may benefit from having extra arrangements in place, including additional visits to the school and small group transition activities.
• School records (including SEND) are transferred and discussed within 15 days of the child leaving the school in line with the Education Regulations Act 2000.

14. How are the school’s resources allocated and matched to children’s special educational needs?

• Children with SEND are funded through a multi-layered system that includes a school's "delegated budget" and, for those with a high level of need, additional funding from the local authority. Within these budgetary constraints, support is allocated according to the level of need.
• This funding is used to:
  • Provide additional adult support (e.g. Learning Support Assistants (LSA) or small group interventions).
  • Purchase specialist resources, equipment, and learning materials to meet individual needs.
  • Access external specialist advice or services (e.g. Educational Psychologist, Speech and Language Therapy).
  • Support staff training and professional development in SEND.
• The allocation of resources is based on regular reviews of pupil progress, outcomes from assessments, and recommendations from class teachers, the SENCO, and external professionals.
• The school uses a graduated approach (Assess, Plan, Do, Review) to ensure that funding and support are carefully matched to each child’s needs and adjusted as those needs change.
• For children whose needs are more complex the school can apply for Locally Held High Needs Funding (LHNF) from Hertfordshire County Council to provide additional targeted support.
• The school may also access other sources of funding where appropriate, such as:
  • Pupil Premium for eligible pupils with SEND.
  • Funding from local partnerships or charities to enhance inclusion and access to learning.
• All funding decisions are overseen by the Headteacher, SENCO, and Governors, ensuring that resources are deployed effectively and equitably to maximise impact for pupils with SEND.

15. How is the decision made about how much support my child will receive?

• Decisions about the type, level and frequency of support that your child will receive are to be made in discussion with the class teacher, parents, SENCO and Headteacher to ensure that the correct amount of support is given.
• It is vital that your child receives a level of support that fosters independence and confidence, as well as improving progress.
• Interventions are discussed with families, including pupils, as part of the APDR process.
• The need for support varies over time – some children may only need targeted support for a specific skill for a short period of time, or they might need more long-term provision. 

16. Where can I find out about the local authority’s Local Offer of services
and provision for children and young people with SEND?

For more information regarding Hertfordshire’s local offer of services and provision

for children and young people with SEN, please visit The Hertfordshire SEND Local Offer.

If you have further questions that have not been covered above, please contact the SENCO Emma Cook via the school office.