The school monitors all students’ progress closely through lessons, assessments, and teacher observations. If a child is not making expected progress or shows specific difficulties, the SENCo and teachers will investigate further. This may include reviewing work, observing the child, and seeking advice from specialists. If needed, the school will put in additional support and create a plan tailored to the child’s needs.

The school measures progress through classwork, tests, and teacher observations. Teachers regularly check how well your child is doing and compare it to their individual targets. The SENDCo also reviews progress to make sure the support provided is helping, and adjusts plans if needed.

Your child will be encouraged to share their views about their learning, support, and what works best for them. They may take part in meetings, set personal targets, and contribute to reviews of their progress. Staff listen to their opinions to help plan support that meets their individual needs.

Student progress is closely monitored by subject teachers, Heads of Department, Heads of Year, and the SENDCo. Attainment is tracked using the school’s comprehensive tracking systems, allowing pupils who are not making expected progress to be promptly identified. Individualised support plans are then implemented to address their needs. Interventions, such as targeted reading or mathematics programmes, include baseline and final assessments to evaluate their impact on student progress.

The budget for SEN pupils is used to provide staffing and relevant resources for those pupils identified as requiring SEN Support.

Westfield Academy will do its best to support pupils with disabilities so they can take part in all lessons and activities. The school provides extra support, equipment, or adjustments to meet each child’s needs, but places are offered only if the school can safely and appropriately meet the child’s needs. Staff work with parents to make sure support is effective.

Westfield Academy supports pupils’ mental health, emotional wellbeing, and social development through a wide range of strategies. Staff provide strong pastoral care, including mentoring and targeted small-group or one-to-one support where needed. Social and emotional skills are taught through lessons and assemblies, and pupils can be referred to specialist services when additional support is required. The school works closely with parents and carers to ensure each child’s emotional and social needs are fully supported.

Pastoral teams are available to support students’ social and emotional wellbeing and will liaise with parents/carers as required. A student’s form tutor is the first point of contact for any pastoral concerns. Where further support is needed, the form tutor works alongside Pastoral Support Officers, the SENDCo, and the Director of Learning to ensure appropriate provision is in place.

Students with SEND are offered additional support to promote emotional and social development, including access to a quiet space at lunchtimes when required. They are also encouraged to participate in extracurricular clubs to help develop friendships, teamwork, and confidence. 

Attendance is closely monitored and any concerns are raised with the SENDCo, Head of Year, or Attendance Officer as appropriate.

In addition, trained sixth-form mentors, work with younger students where it is identified that this support would be beneficial.

Westfield Academy supports pupils during all transitions, whether moving between classes, key stages, or into post-16 education or training. Support may include:

• Transition meetings with teachers, SENDCo, and parents to share information about your child’s needs.

• Visit days or taster sessions to familiarise pupils with new classes or settings.

• Personalised support plans and targeted interventions to build independence and life skills.

  • Guidance and advice for further education, training, or employment, including specialist support if needed  

    Transition from Primary School (KS2-3)	Transition from KS3 - KS4 (GCSE Options)	Transition from KS4-5 (SIxth Form,  College, Training	Transition from KS5 to further study or employment
    Contact made with the previous schools’ SENDCo. Records gained from previous schools. All children invited to a transition day. Additional transition visits offered to those that need it. In some cases the SENDCo or head of transition will visit primary school and meet individuals.   We may be asked to the EHCP annual review for Year 6 Students.   Parents of Year 7 students are contacted in September.   Parents evening for Year 7 - attended by the SENDCo.   A Student passport is created with parents and the child so teachers understand students’ needs from the earliest stages. Prompt CAT4 and baseline testing to assess needs and put in place support early.	Options choices will be discussed with year 9 students during an ‘options interview’ with a member of the   Senior Leadership Team’ to ensure the best pathway for them.   There is an Options Evening for all parents.   Year 9 parents evening also supports options Discussions.   Students with an EHCP will discuss options at the annual review with support from the Preparing for Adulthood (PfA) officer from Hertfordshire County Council.	Options choices will be discussed with year 11 students to ensure the best pathway form them.   There is an Options Evening for all parents.   Careers guidance is available   Students are assisted with considering college courses and open days.   Students with an EHCP will discuss options at the annual review with support from the Preparing for Adulthood (PfA) officer from Hertfordshire County Council.	Year 12 destinations day provides information on options after Westfield Academy.   Students are supported in considering university open days.   Help and support is offered with the UCAS application process.    Students with an EHCP will discuss options at the annual review with support from the Preparing for Adulthood (PfA) officer from Hertfordshire County Council.   Work experience opportunities.

     

                              

At Westfield Academy, Alison Hartley is our designated teacher for looked-after and previously looked-after pupils. She works closely with our SENCO, Mrs K. Symonds, to make sure all staff understand how a pupil’s circumstances and special educational needs may interact and affect their learning.

Looked-after and previously looked-after pupils receive the same SEN support as other pupils. Additionally, looked-after pupils have a Personal Education Plan (PEP), which is coordinated with any SEN support or EHC plans to ensure consistent and effective support.

If your child is identified as having SEN, you will be notified by the Academy and a graduated approach supporting your child will be put in place. Your views and the views of your child will be requested when considering appropriate interventions. 

Information will be shared with you at review meetings in addition to normal reporting arrangements. 

All teaching staff work towards ‘Quality First Teaching’ which ensures that provision is made in each lesson for meeting the diverse needs of all learners. This may include appropriate seating plans within the classroom, specialist IT equipment for students with specific needs and, where identified, additional support may be offered in lessons. Relevant staff will be made aware of your child’s identified needs. 

Specialist teacher for Access Arrangements, Educational Psychologist, Speech and Language Team, Connexions, Low Incidence Team (sensory & physical impairment), Young Carers Development worker, Child and Adolescent Mental Health Service (CAMHS), Communication Disorders Team, Targeted Youth Support Team, Counsellors. Occupational Therapy and Physical therapy teams, Education Support Team for Medical Absence (ESTMA) and other services as required and appropriate.

The Special Educational Needs Co-ordinator (SENCO), Mrs K. Symonds, is a qualified teacher and holds the National Award for Special Educational Needs Co-ordination, achieved in 2023. She also holds a certificate in Psychometric Testing and Assessment (CPT3A).

The Assistant Special Educational Needs Co-ordinator (Assistant SENCO) is Ms T. Bell. She is a Higher Level Teaching Assistant (HLTA) and supports the SENCO in coordinating provision for pupils with special educational needs and disabilities.

All teaching staff receive regular in-house training related to special educational needs and are supported by the SENCO to meet the needs of pupils with SEND. Teachers are responsible for the progress and development of pupils in their classes and adapt teaching and learning to support individual needs. Where appropriate, staff also engage in external training to further develop their understanding of SEND.

The school employs a team of teaching assistants, including Higher Level Teaching Assistants (HLTAs), who are trained to deliver SEND provision and targeted interventions. Teaching assistants support pupils in lessons and through structured intervention programmes, and receive ongoing training to ensure high-quality support. In the last academic year, teaching assistants have undertaken training relevant to the needs of the pupils they support. 

At times, additional expertise is required to meet the needs of pupils with SEND. The school works closely with a range of external agencies and professionals to provide appropriate support for pupils and their families. These may include:

• Speech and language therapists
   

• Educational psychologists
   

• Occupational therapists
   

• GPs or paediatricians
   

• School nurses
   

• Child and Adolescent Mental Health Services (CAMHS)
   

• Education Welfare Officers
   

• Social services and other local authority support services
   

• Voluntary sector organisations

We will communicate with you regarding your child’s progress on a regular basis. This may be through parent evenings, normal reporting procedures, contact with form tutors, subject teachers, pastoral leaders and / or the SENCo. 

At Westfield Academy, we are committed to ensuring that all pupils, including those with special educational needs (SEN), have full access to the wide range of activities the school offers. All extra-curricular clubs, before and after-school activities, and school trips are available to every pupil.

Pupils with SEN are encouraged to participate in school trips, including our residential visits, as well as events such as Sports Day, school performances, and special workshops. No pupil is ever excluded from these activities due to SEN or disability. Where necessary, we make reasonable adjustments to ensure that all pupils can take part safely and enjoyably, so that everyone has the same opportunities to learn, engage, and develop socially and emotionally.

If your child has an Education, Health and Care Plan (EHCP), there is a separate admissions process managed through the local authority. For all other pupils, Westfield Academy follows a non‑selective admissions policy under Hertfordshire’s school admissions arrangements, which means all pupils are considered equally for places and there is no academic selection. 

Please refer to the Academy's Accessibility Policy found here.  

The budget for SEN pupils is used to provide staffing and relevant resources for those pupils identified as requiring SEN Support. 

All teaching staff work towards ‘Quality First Teaching’ which ensures that provision is made in each lesson to meet the diverse needs of all learners. 

The support that your child will receive will depend upon the type and degree of need which is ‘additional to and different from that of their peers’.  

Hertforshire’s Local Offer can be accessed through the Hertforshire SEND Local Offer

Newsletters can be found on the Parents / Carers & Families tab of the following website: (DSPLArea9).

Further information can be sought from the following contacts:

SENDCo- Mrs K Symonds - SENCo@westfield.academy

Head Teacher - Mr T Body - TB@westfield.academy

Deputy Headteacher - DSL & DPO - Ms A Hartley - ACH@westfield.academy

Complaints from parents of children with SEND about the provision made at the school can be made in accordance with the school’s complaints procedure which is available to read on the school website.