Aldwickbury Crescent, Harpenden, Herts, AL5 5SD

01582 767966


Special Educational Needs

At High Beeches Primary School we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities.

Specific objectives of our SEN policy

  • To identify pupils with special educational needs and disabilities and ensure that their needs are met
  • To ensure that children with special educational needs and disabilities can access the activities of the school
  • To ensure that all learners make the best possible progress
  • To ensure that learners express their views and are fully involved in decisions which affect their education
  • To promote effective partnerships and involve outside agencies when appropriate.
  • The school website gives parents general information about support for pupils with Special Educational Needs, however, any parent who wishes to discuss their individual child’s needs is encouraged to meet with the Head Teacher or SENCO.

Within school there are a variety of different interventions used to support our pupils. The range of support made in the school is “ Needs Lead” and therefore varies each year in response to identified needs.

The New Special Educational Needs and Disability Code of Practice

In September 2014 the government published a new SEND Code of Practice, which sets out statutory guidance for schools. This can be downloaded by following the link below.


Local Authorities must publish the ‘Local Offer’, which sets out the full range of provision for children with SEN and disabilities. The Hertfordshire Local Offer can be found by clicking
Read the draft special educational needs or disabilities strategy: 2018 - 2023.

What are Special Educational Needs?

Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEN, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.

Broad areas of need are identified as communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory and/or physical needs. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education.