SEND Information Report

Our SEND Information Report is offered alongside Hertfordshire’s SEND Local Offer. This can be found via:

At King James Academy we aim to create an environment where every student can thrive. We strive to create a supportive and safe place for students to discover themselves as learners. We appreciate that the school experience can provide more challenges for some students and we aim to help reduce these barriers to learning. We recognise that all staff share the responsibility for identifying and supporting students’ special educational needs and plan our support accordingly.

Inclusion at King James Academy is not only designed to support our students through the academic side of school life, but also the social, emotional, behavioural and extra-curricular aspects. We strive to develop our students into people who can contribute positively to the world after compulsory school age. We want to help them to discover and develop their passions and interests through both curricular and extra-curricular opportunities.

Through our SEN Information Report we hope to outline how our school offers support.

Senior SENDCo - Mrs Cathy Holland – Currently completing the National Senco Award training

SENDCo (Monday-Thursday lunchtime) - Mrs Alison Richards - MEd

SEND Information Report created July 2019.

How are students with SEN identified?

We work closely with the first schools while students are in year 4 to ensure students with the most complex needs have a continuation of their support on transition. One of the SENDCos will attend EHCP reviews once firm applications have been made for King James Academy. The first schools will share SEN information with us once school places have been allocated in order to ensure there is no delay with putting students on our Additional Needs register on entry.

Students are tested on entry to King James Academy which helps us highlight students in need of additional support. Initially support is offered through the Graduated Response and initiated by classroom differentiation. If students prove to need further support following this, the SEND department will consider additional interventions.

Students can be identified for SEN support at any time during their careers at King James Academy. Teaching and support staff are key to this process. Teachers are able to refer students to the SENDCos if they feel that additional support is needed. SENDCos will also look at reading age data from our Star Reader tests as well as class assessments to be vigilant for students who are falling behind.

As well as academic interventions, some students may require social, emotional and mental health interventions. Staff will also refer students to the SENDCos or Heads of Year if they are concerned about this. Occasionally these referrals will come from external agencies. Parents will always be informed if a referral is made.

A termly Inter-Agency Meeting comprising key members of staff from the school and external agencies is held on the school site and chaired by the SENDCo team. In this meeting provision is reviewed and students are highlighted for intervention. 

What kinds of SEN are provided for?

King James Academy is an inclusive school and will provide for students with a range of SEN needs who are able, with reasonable adjustments, to access a mainstream education.

SEN that we currently support include:

  • ADHD
  • Autistic Spectrum DIsorder (ASD)
  • Dyslexia
  • Dyspraxia
  • Hearing impairment
  • Muscular Dystrophy
  • Speech Impairment
  • Social, Emotional and Mental Health Issues
  • Sensory Processing Disorder

We have close links with a number of specialist agencies to support students with additional needs thrive at King James Academy.

Our school sites are able to be accessed by wheelchair (ground floor of the Junior Site and all floors of the Senior Site). We have disabled toilet access on both school sites and hoisting facilities on the junior site. Each site has disabled parking bays for ease of access. Please don’t hesitate to contact us if you are concerned about access issues.

Differentiation within all lessons accommodates pupils who can find it difficult to access learning. TA support is often given to lower/middle set classes in the core subjects, across the school, to ensure equality in access to learning.

Both school sites have designated ‘safe spaces’ for students to use by arrangement.

How are parents consulted and involved?

We hold a number of parent consultation evenings throughout the year, dates can be found on the website calendar.

Additional communication to parents from the school is via student’s diaries, which are used to record homework, organisational details and parents/carers are encouraged to comment on any areas of concern. These are then passed by tutors to the SENDCo and the students’ Head of Year.

Parents are able to access homework, behaviour and achievement information through Go4Schools (years 5-11).

It is important that parents are fully aware of any interventions planned for their child undertaken outside of timetabled subject areas. Initial e-mails, meetings and phone calls with form teachers about concerns regarding pupil progress or behaviour, provides a foundation for possible future meetings with the SENDCo and/or the Head of Year, to discuss any plans for your child. In years 10-11 this may include additional testing for exams Access Arrangements.


A small number of students may require an Education Health Care Plan (previously known as ‘Statements’). Any decision to apply for EHCP is made in full consultation with parents/carers and school. This is only used when all support strategies and the ‘Graduated Approach’ to supporting students with ‘Additional’ needs, have been used and have not been sufficient to allow the student to sufficiently access learning. Parents of students with EHCPs will have a link SENDCo to communicate with. This communication will include a face to face annual EHCP review.

Initial contact should always be made with your child’s form tutor or the school office,  they will direct your enquiry to the correct member of staff if they are unable to answer your query.

Parents should be aware of the following websites they can access for support:

Hertfordshire Local SEND Offer:



Youth Connexions Herts

How are students consulted and involved?

Class teachers and form tutors will have regular discussions with their students about their learning. These conversations may highlight additional support needed. Teachers and tutors will pass these concerns on to the relevant people.

Students are encouraged to develop a network of staff and students to speak to if they have any concerns academically, emotionally or socially. We are fortunate enough to be a hub for NESSie who provide in school counselling support if needed.

Students on the Additional Needs Register will create and review an individual Pupil Passport with the support of a member of the AN team. This will encourage them to share their opinions with teaching staff.

Students should be aware of the following websites that can be accessed for support:



Young Carers in Herts:


How are students supported in transitions between settings?

We have a comprehensive transition process and close links with our feeder Schools. Mr Linnane, Head of Year 5, the SENDCos and the Safeguarding team work closely with the local primary schools to ensure good information sharing. This helps us prepare to support students with additional needs on arrival at King James Academy.

All students will participate in transition events, including a full day of  transition activities in July. Some students will be invited for additional visits to the school both with and without their parents.

As a year 5-11 through school we hope to minimise the feeling of a transition after year 5. Students will be taught by teachers from across the academy and will use both the Junior and Senior sites for lessons and extra-curricular opportunities.  This year, year 5-8 have all undertaken transition activities in line with year 4 to ensure they are well prepared for the changes September will bring and set them up for a confident start to the new school year. This process includes meeting their new form teacher and form groups.

Donna Clay, transition Support Worker,  has been employed by the academy for several years. She works closely with the students in their primary school settings and for the first term of year 5. This helps our students settle in and make a positive start to their school career at King James Academy.

What is the KJA approach to teaching students with SEN?

At King James Academy we firmly support, in line with the SEN Code of Practice and Teachers’ Standards, that all teachers are teachers of SEND. In the first instance support for all learners should come from the teacher in the mainstream classroom.

In order to support this, we share information about our SEN learners with staff in a number of ways:

‘Barriers to Learning’ sheets are created for each year 5, 6  and 7 class to provide teachers with a snapshot of pupil requirements, supporting staff in their lesson preparation while they are taught in form groups.

All students on the SEN Register have an individual Pupil Passport which is created in line with the pupil and shared with staff on Go4Schools. This is updated termly.

The Inclusion register and Access Arrangement information is shared with staff via their classlist on Go4Schools.

All staff have access to a shared drive that provides information, advice and guidance on supporting our SEN learners.

Teachers use the Graduated Approach to monitor the work they do with the students in their classes:


If these cycles prove to be unsuccessful in the classroom, students will be referred to the SENDCos who will begin their own cycles using interventions and external agencies as needed. Academic interventions provided by the SEND team include:

  • PT Maths
  • PT Spelling
  • Write Words
  • Read, Write, Inc.
  • Working Memory groups
  • Word Shark
  • Number Shark
  • Fresh Start based reading programme

How are adaptations made to the curriculum and the learning environment of children and young people with SEN?

The majority of students’ needs are met by high quality differentiated classroom provision. Staff are supported to do this through TA support, clear information sharing, shared resources from the SEN team and in house CPD training.

We take into consideration a wide variety of factors before placing any student on the Additional Needs Register. Students may have need but not be placed on the register if they are making good progress in the classroom and all staff are aware, through information sharing on Go4Schools and Barriers to Learning sheets where appropriate, of the individual needs. However, if a student is making inadequate progress and is, in consultation with class teachers, SENDCo and parents, judged to have a significant learning difficulty, he/she will be placed on the register. Data informing these judgments may include:

  • Whole school and departmental tracking about students’ achievement.
  • Data; comprehension, Accelerated Reader reading tests termly in Year 9 and Year 10 for SEND students.
  • Referrals from classroom teachers and Tutors.
  • Information and advice from relevant outside agencies.
  • The class teacher, in the first instance is responsible for implementing a ‘Graduated Approach’, supported by the Senior Leadership Team (SLT) and SENDCo, to identify areas of need and to set deliberately ambitious targets for students. Advice on appropriate interventions and strategies is sought and targets reviewed at least termly. Parents and students are an integral part of this process.

A student may also be placed on the register if they have an SEMH need which is impacting their ability to access the curriculum.

The Additional Needs Register is reviewed termly alongside the interagency meetings, students can be added or removed from the register at any stage during the year.

It is important to note that students can receive additional support and interventions as part of whole school provision and this would not automatically place them on our Additional Needs Register.

How does KJA evaluate the effectiveness of the provision made for children and young people with SEN?

KIng James Academy tracks the provision offered to students through whole school data collection on Go4Schools. This allows SLT, Heads of Department and Heads of Year to monitor the progress of students in their timetabled subjects as well as their behaviour, achievement and attendance.

Additional Interventions offered to students are tracked through the Whole School Provision Map which is managed by the SENDCos. This helps monitor the efficacy of interventions as well as providing information to support EHCP reviews and applications as needed.

What training does your staff have to support students with SEN?

King James Academy has two SENDCos, Mrs Cathy Holland, Senior SENDCo, will complete the NASENDCo Award in August 2019. Mrs Alison Richards, SENDCo (Part time) has an MEd focusing on SEN education.

We are proud of our team of teaching assistants. Training for our team varies according to pupil need. External training includes: Autism training, Level 3 Diplomas in Specialist Support Teaching and Learning in Schools, Health and Safety Qualifications, First Aid Qualifications, diabetes training, Intimate Care training and Protective Behaviours. Each year the TA team are trained in the range of interventions used in the year groups to which they are assigned and carry out a range of internal CPD tasks.

Our TA team from September 2019:

  • Jane Boulton
  • Sam Cotterill
  • Debbie Davey
  • Chris Drage
  • Mel Fenn
  • Karen Foulger
  • Tammy Hall
  • Cheryl Houlding
  • Dawn Keown
  • Sue Linnane
  • Jo Marchant
  • Debbie Peters
  • TIna Phillips
  • Sam Pinder
  • Katie Reeves
  • Lesley Trinder
  • Rose Winspeare
  • Sharon Waller

All staff receive CPD in line with the needs of our student body. Recent training has included the effective use of support staff in lessons, supporting students with Muscular Dystrophy, the use of Reading Software to support students with learning difficulties gain independence in work and examinations.

How does KJA access specialist expertise and use external agencies?

We source advice and support from a variety of outside agencies, currently this includes:

  • ISL Autism and Communication Team.
  • Educational Psychologist
  • ESTMA – for students who, for health reasons, cannot attend school
  • Counselling/drama therapy - we are the hub for NESSie
  • North Herts Primary and Secondary Centres and outreach workers
  • Targeted Youth Support Advisors
  • Family Support Worker
  • Transition Support Worker
  • Speech and Language Therapist
  • Occupational Therapists
  • Hearing Impairment Advisors
  • Physical, neurological Impairment advisor
  • Visual Impairment Advisors
  • SPLD special teacher for access arrangement.

In addition, our school Nurse, works closely with school and parents/carers to support students. She can be contacted via school.

NB. Some of these agencies are referred through external routes such as G.P. and not by school directly.

How are children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN?

We encourage all students to participate in extracurricular clubs and events held at King James Academy. Learning Support staff are actively involved in these clubs to support students to make the most of these opportunities. If further support is needed to enable students to attend these clubs it can be arranged in liaison with the Additional Needs department.

We offer school trips and ‘journeys’ from year 5-11. We endeavour to encourage access to these for all students. Parents, Class Teachers, Heads of Year and SENDCos work together to ensure the correct support is in place for these journeys and that students are well prepared with what to expect.

We offer support for all students at break and lunchtime through MSAs on the Junior Site and via the Inclusion Area on the Senior Site. This allows students to mix with their peers with the supervision of supportive adults.

How are students supported with their emotional and social development?

Each student has a form tutor that they see twice daily. This relationship is key to the pastoral support on offer at King James Academy. This regular contact allows time for students and staff to build a supportive and trusting relationship.

Each year group also has a Head of Year to oversee pastoral and academic support.

The additional needs team runs a variety of emotional and social interventions. These include:

  • Lego Therapy
  • My World and Me
  • Talkabout Teens: Anxiety
  • Social Stories
  • Comic Strip Conversations
  • Anger Management

Some students require additional social and emotional support. This can be arranged through our Head of Wellbeing, Mrs V Ofstedahl. Support may include:

  • Rachel Lambie and NESSie for in school counselling
  • North Herts Behaviour Outreach
  • Youth Connexions Herts mentoring
  • Referrals to external agencies such as Step 2, PALMS and CAMHS.

Who do I contact if I have a question or concern?

Initial contact should be made with your child’s form tutor or through the school office. Staff will aim to respond within 48 hours.

Any complaints about SEND provision should be directed in the first instance in writing to Mrs Cathy Holland via the school postal address or

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