School SEND Offer
01707 276 504
Needs catered for
Pupils will be attaining at a low academic level (whose cognitive ability is between 34 - 50% of their chronological age - Hertfordshire descriptors 2022), in most cases because of a global learning difficulty or because of the impact of autism and/or a speech and language disorder, on their functioning. Pupils will experience significant problems with a range of issues, such as communication, being aware of risks or managing everyday tasks. There may also be secondary needs, such as behavioural and emotional or physical and sensory difficulties. Some pupils will also have additional needs, such as Attention Deficit Hyperactivity Disorder (ADHD), or Dyspraxia. Medical issues may require daily supervision from an adult and potential intervention. Pupils’ ability to make progress will be limited across all areas of development. They will have a life-long learning disability which requires a multi-disciplinary service response.
How are children admitted?
Entry to the school is for Pupils with an Education, Health and Care Plan (EHCP) who meet the criteria described below (See Hertfordshire Descriptions of Need for more detail). Admission is coordinated by the SEN Assessment Team in Hertfordshire. Requests for a place cannot be made directly to the school.
Communication and Interaction
The pupil consistently needs modification of both content, pace and materials for the majority of the curriculum, including significant scaffolding and use of modified language. Pupils may have evidence of significant and prolonged difficulties in social communication and interaction and poor receptive and expressive language skills; The pupil may need communication aids to express themselves.
Cognition and Learning
34% - 50% of their chronological age; particular difficulties acquiring and maintaining basic numeracy and literacy skills; the child will have a limited ability to reason, problem solve, acquire, store, and recall information; The sense of time is not developed (difficulty understanding past and future). The pupil relies on concrete information and experiences rather than abstract concepts. Knowledge is acquired through investment, engagement, exploration, and discovery. Pupils may have a variable or inconsistent (‘spiky’) cognitive ability profile.
Social, emotional and mental health
Social and emotional difficulties generally associated with autism but also includes pupils with ADHD/ADD and attachment disorder as secondary presentations. Attention, memorisation, and impulse control are within early developmental levels;
Sensory and/or physical needs
Sensory and emotional regulation difficulties generally associated with autism. Some pupils may also have hearing, visual or physical disabilities as secondary presentations.
Pupils may need some support caring for themselves.
Our Vision and Values, agreed by staff and governors, provides the context for our School SEND offer. More information can be found on our school website: www.southfield.herts.sch.uk:
Below is an overview of our provision using the Graduated Response of Assess, plan, Do, Review
(to inform decisions about outcomes)
(to meet outcomes)
(Implementation of planning and provision)
(of progress against outcomes)
Reception Baseline (Year R)
Work alongside parents
Evidence based interventions
EHCP annual review
Play scale (All)
Work with other professionals
High Quality Teaching
Termly progress reports
Daily Living Skills (All)
Half termly data analysis
NELI screening (R/Y1)
Risk Reduction Plans
Teaching for individual outcomes
Weekly parental contact
EYFS profile / Early Learning Goals
Evidence based interventions
Every lesson to follow the APDR cycle
High quality teaching and learning
Formative and summative assessment
Individualised and whole class provision
Staff work as teams to support each aspect of learning
Professional reports e.g school Improvement Partner
Whole school cultural events
A holistic curriculum
Other agency progress measures e.g., Speech and language therapists
Summative for end of terms/years/Statutory reporting
Environments that support sensory and dyslexic needs in particular
Monitoring and feedback
Internal reports from subject leads
Specialist provision e.g Occupational Therapy
Low arousal environment
Outdoor learning spaces
Break out areas
Total communication strategies
Small group: high staff ratio
Hertfordshire STEPS framework
Termly training and updates
Baselines for specific interventions
Implementation of provision
What training do your staff have?
Staff are provided with Professional Development 3 times a week, which includes:
Hertfordshire Steps (Behaviour Support)
Attachment and Trauma
Speech and Language development
Meeting sensory needs
Staff are also encouraged to attend other training to meet specific areas of need or to develop their knowledge and skills. We work with a range of other professionals for our program of Continual Professional Development.
What provision is there at your school for my child?
Small group teaching
High adult ratio
Access to SLT and OT Therapists
Therapeutic music, drama and play, horse riding and dance
Behaviour support –Hertfordshire Steps
A wide range of facilities e.g. outdoor learning spaces, climbing equipment, O.T room, sensory room
Dyslexia supportive environment
Requirements of the Equality Act 2010 implemented (refer to accessibility plan)
How will you help my child transition into and out of your school?
From nursery/mainstream: staff visit setting, talk to staff, invite parents/carers to visit with child and offer a part-time timetable for the first 2 weeks. This is particularly helpful where a child has found it previously difficult to access school.
From Southfield to Secondary (Specialist): The transition program with secondary schools starts in the Spring term and intensifies in the final summer term.
What do you teach my child?
The curriculum is based on 3 Phases (Explained in more detail below):
Phase 1: working within the early stages of the EYFS Framework (at any chronological age). The focus initially is on the 3 prime areas of:
Communication and language.
Personal, social and emotional development.
Phase 2: cover all of the EYFS prime and foundation areas
Phase 3: introduced to a more subject based curriculum to include R.E and science, as well as continuing with mathematics and Literacy. Other subject areas such as art are incorporated within topic themes.
Some children in this phase, in some areas of learning will be able to access the expected standards in the KS1 curriculum.
Our key drivers through all phases of are that of:
Functional mathematics and Literacy
How will you monitor and review the impact of the provision and my child’s progress?
We use a range of assessments as shown in the table above. The PIVATS Framework is a series of very small learning steps that we use for Individual Education Plans (IEPS) and allow detailed tracking of progress so we can acknowledge each small step
Assessments are internally and externally moderated and it is a statutory requirement to report on some of them. For example, Phonics assessment in Year 1 and 2.
How will pupils and parents contribute to the assessment and review of outcomes?
Formal parent/carer meeting e.g. termly Structured Conversations and Annual Reviews
Pupil participation in meetings where appropriate
How do you prepare children for adulthood?
Southfield’s vision is for all children to be prepared socially, emotionally and academically for their next steps in education and for life. This might be through the provision of cultural experiences or taking a leadership role as part of the school council. We also support independence through our Daily Living skills program.
How will you develop my child’s social skills?
Throughout the curriculum via class work and other programs such as:
Support from Speech and Language Therapists
How will my child be part of the wider school?
How do you communicate with parents?
Weekly telephone calls or emails
Work sharing via Earwig platform
Teacher-parent/carer meeting (formal and informal)
Facebook group (invitation only)
Class parent run groups
What support is available to parents?
Parent /carer workshops
School Family Support Worker
Referral support to other services
Class and Facebook group
Hertfordshire Local Offer https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx
Last updated January 2023