At King James 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. 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 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.

Our SEND Information Report (below) explains through questions and answers how our school will offer support to your child. King James support is offered alongside the local offer from Hertfordshire - see link below.

Mrs Holland – SENDCO


How are students with special educational needs (SEN) identified?

We work closely with our feeder schools while students are in year 4 to ensure students with the most complex needs have a continuation of their support on transition. The SENDCo will attend EHCP reviews on parental request, if they plan on naming King James in Section I. Feeder schools will share SEND information with us once school places have been allocated in order to ensure there is no delay with putting students on our SEN register / year group overview.

Students complete baseline assessments on entry to King James 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. Teaching and support staff are key to this process. Teachers are able to refer students to the SENDCo if they feel that additional support is needed. The SENDCo, literacy coordinator and Heads of Year 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 SENDCo 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.

What kinds of special educational needs are provided for?

King James is an inclusive school and will provide for students 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.

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 as well as hoisting facilities. 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. Both school sites have designated ‘safe spaces’ for students to use by arrangement. To accommodate Covid-19 restrictions we are currently offering supervised time outs for students highlighted by their Head of Year or the SENDCo.

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 Go4Schools with Junior Site pupils using Learning Planners, which are used to record homework. 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 for SEN students.

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.

Students on the SEN register / year group overview 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. The Head of Year 5, the SENDCo 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.

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. Typically, all students undertake 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.

What is the King James approach to teaching students with SEND?

At KJAR 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 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 SEN register and Access Arrangement information is shared with staff via Go4Schools and on the Staff Dashboard.

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 and this is reviewed after 6 weeks.:

Assess - Plan - Do - Review

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 have included:

  • 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 SEND?

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 SEN Register. Students may have needs 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, termly Accelerated Reader reading tests.

  • 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 SEN Register is reviewed termly and 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 SEN Register.

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

The school SENDCo is Ena Akinsoyinu (Mrs Cathy Holland on maternity leave), who both hold the NASENDCo Award. Mrs Cathy Holland is in the role of Mental Health and Wellbeing Lead and coordinates our SEMH provision.

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 2021:

Mrs Jane Boulton

Mrs Sam Cotterill

Mrs Debbie Davey

Mrs Chris Drage

Mrs Karen Foulger

Mrs Tammy Hall

Mrs Cheryl Houlding

Miss Kaylea Lambert

Mrs Jo Marchant

Miss Tina Richardson

Mrs Rose Winspeare

Mrs Justine Richmond

Mrs Caroline Roa

Mrs Angela Waldock

All staff receive CPD in line with the needs of our student body. Recent training has included: understanding attachment disorder, ADHD strategies, 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 King James 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

  • ESMA – for students who, for health reasons, cannot attend school

  • Counselling/drama therapy

  • 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.

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

We encourage all students to participate in extracurricular clubs and events held at King James. 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, TAs and the SENDCo 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 . 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 up to twice daily. This relationship is key to the pastoral support on offer at King James. 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 have been focusing on using social stories and ‘MyWorld and Me’ as emotional and social interventions.

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 Holland via the school postal address or

How does King James evaluate the effectiveness of the provision made for children and young people with SEND?

We track the provision offered to students through whole school data collection on Go4Schools. This allows Senior leaders, 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 SENDCo. This helps monitor the efficacy of interventions as well as providing information to support EHCP reviews and applications as needed.