At Batchwood School we recognise and value the importance of working in partnership with parents. We listen to parents/carers and work together with them to ensure their child gets the best out of their time here. All parents/carers are able to contact key staff at the School by email, phone or in person and are welcomed to attend a number of events, including target setting and review days, parents’ evenings and information evenings during the school year.

During the School day, parents/carers are encouraged to contact the school office if they have an urgent query.

All of our students have an Education Health and Care Plans (EHCP).

At Batchwood School, we understand the importance of providing a supportive learning environment.

Key Contacts:

• SENCo (Special Educational Needs Coordinator) – Miss Jo Murphy
• DSL (Designated Safeguarding Lead) – Miss Jo Murphy
• DDSL (Deputy Designated Safeguarding Lead) – Mr Ross Whitaker (Headteacher)
• DDSL – Mr Jordan Williams (Deputy Headteacher)
• DDSL – Mrs Marg Robin
• DDSL – Mrs Sally Smiles
• DDSL - Ms Anna Ryan

Interventions Centre:This provision offers teaching in small groups or on a one-to-one basis. It is designed to support students across all key stages who have gaps in their learning, with the aim of reducing these gaps and improving engagement and progress. The centre provides targeted support for students who may struggle to access learning effectively within the mainstream classroom, helping them to build confidence, develop key skills, and make sustained academic progress.

Key Contact:

• Interventions Officer: Mrs Caroline Bradley

Alternative Provision: We use Alternative Provision (AP) for students whose passions or vocational interests cannot be delivered within the school setting, as well as for those who may find the demands of a school overwhelming. Alternative Provision offers a more personalised pathway that supports engagement, wellbeing, and progress. We maintain regular visits to our external providers and keep close communication with them to ensure they are meeting the individual needs of our students and supporting them effectively in their learning and development.

Key Contact:

• Deputy Headteacher: Mr Jordan Williams

Your child already has an EHCP in place, and this outlines very clearly the appropriate strategies that the school has in place to ensure it meets the learning and emotional needs of your child. When your child starts at Batchwood School, whether in year 7, or later, there will be a transition programme to ensure that their needs are met as soon as they start. Your child will be assessed during their first half term at Batchwood School via CATs (Cognitive Abilities Tests), and together with their SATs (Standard Assessment Tests) results, and other relevant Family Fisher Trust data, we will put these assessments together with information from their previous school and any available teacher assessments and observations to ensure:

• The most appropriate support for your child
• The most appropriate groupings for your child

Batchwood School works in partnership with all its feeder schools. Information is shared between the School and the feeder school with regard to SEN where this is agreed with the parents and students involved. As part of the transition process, students and parents/carers will have the opportunity to meet with Miss Murphy (SENCo) and the SEN support team and to visit. There is opportunity for students to take part in induction activities as part of the whole School transition programme

Students with EHCPs will have undergone their review in sufficient time prior to their move to the School to enable appropriate and planned interventions and support to be put in place. The deadline for completion of this review is February 15th in the year of transfer.

There is a strong focus on working in partnership with parents/carers at Batchwood School, which means that we do not wait for a concern to arise but are proactive in seeking input from parents/carers. If you have comments, questions or concerns as a parent, we will listen and respond to them.

Ways to contact us are:

• Email: .(JavaScript must be enabled to view this email address)

• By phone: 01727 868021

• In person: To ensure that you meet with the relevant person, it is best to call and make an appointment.

Information about the School will also be shared with you by:

• Text message – parent mail
• The School website
• Letters sent home with students
• Phone calls

Who can I contact at the School?

• Your child’s form tutor or mentor
• Deputy Headteacher – Mr Jordan Williams
• SENCo – Miss Jo Murphy
• SEN Governor Ms Dawn Laverick-Brown

In the unlikely event that you feel a query/concern has not been addressed, there is a School complaints policy which is found in the policies section of the website.

Use of Data in Identification: Batchwood School recognises the benefit of early identification and making effective provision improves the long-term outcomes for the child or young person. Students will be assessed on entry for reading, spelling, writing and numeracy; Batchwood will take into account any KS2 (Key Stage 2) data available from Primary Feeder Schools. Students that are identified as being below age related national expectations will receive additional support to support them to make swift progress. Progress will be closely monitored. When students are unable to close the gap within the natural cycle of the support programme, or are exceptionally low on entry to the School, they will receive further support through the interventions officer. In year 9, all students participate in the access arrangements assessment process in order to provide them with appropriate support in their public exams in Key Stage 4.

Role of Subject Teachers in Identification: Subject teachers are expected to formally assess student progress at least once per half term. Subject teachers will work with their SENCo to identify students making less than expected progress given their age. Teachers will be expected to provide intervention in the first instance for any student that is falling behind. This is adapting their teaching to provide high quality teaching tailored to the gaps in the student’s learning with clearly differentiated work meeting the needs of the relevant student(s). This may involve use of additional resources such as enrichment time. When progress continues to be less than expected, the class teacher should discuss interventions with the SENCo. This could involves compulsory, supported enrichment sessions outside the class teaching or short-term supported bespoke teaching within the School day focusing on a specific skill area. Throughout the intervention processes, the SENCo/subject teacher should communicate their plans for intervention.

Throughout this process, every effort should be made to communicate with the student and their family what support is available and why it is being provided.

Involving Parents/carers: If a concern persists regarding a student’s lack of progress, a meeting will be held with parents/carers to discuss the concerns and decide together what actions would be most appropriate to support the student. Actions might include personalisation within lessons, support from a Teaching Assistant in some lessons, or asking advice from external specialists and acting on it. At Batchwood School, we appreciate that parents/carers are experts on their own children and so we always listen carefully to their views and plan together. Students themselves are also asked about any difficulties they are having and what sort of support they feel would benefit them, and their views are also listened to and taken into account.

At Batchwood School, we deliver a comprehensive and responsive CPD (Career and Professional Development ) programme for all staff, focused on securing high-quality teaching and learning for every student. Our training offer is regularly reviewed and informed by current research, school priorities, and the evolving needs of our cohort. It includes workshops and professional learning on adaptive teaching, curriculum design, literacy and numeracy development, SEND (including ASD (Autistic Spectrum Disorder) and Speech and Language), trauma-informed practice, and strategies to support engagement and inclusion.

Teaching Assistants access targeted training aligned to the specific needs of the students they support, ensuring they are equipped with up-to-date knowledge, practical strategies, and the confidence to deliver effective, impactful support.

In addition to the above, all staff are encouraged to share good practice and attend external training which enables them to build on their strengths and develop skills in other areas that will help them to provide effective support to our SEN students.

We personalise our teaching as necessary to ensure that the learning needs of all students are met. This may take the form of:
• Working in small groups or pairs
• Using a variety of materials in the classroom
• Using a range of strategies as advised by our SENCo
• Support from a Teaching Assistant
• Using technology such as a laptop or IWB (Interactive White Board)

Curriculum: All Batchwood School students have access to a broad and balanced curriculum. The curriculum offer is highly personalised to the individual student in order for them to be successful both in terms of their learning, progress, outcomes, character development and their progression to their future pathways.

Adaptive Teaching to Enable Curriculum Access: Our teachers will set high expectations for every student, whatever their prior attainment. Assessment targets (based on prior attainment) will be set centrally by the School. Teachers will set individual student next steps towards their targets based on their assessment of student’s individual work and their developmental needs which are ambitious for the individual and are in line with this policy. In addition, teachers will provide specific, subject based, written, formative feedback in the form of marking to enable students to work towards their next milestone in the subject. Lessons will be planned to address any potential areas of difficulty and to remove barriers that prevent student achievement. In the majority of cases, this will mean that students with SEN and disabilities will be able to study the full curriculum.

Nurture Group: Some students in Key Stage 3 are supported through the Nurture Group, a small, carefully selected group identified by the SENCo and colleagues from our Primary Feeder schools. The Nurture Group is led by a qualified SENCo and supported by Learning Support Assistants. Students receive subject-specific teaching as a small group rather than in ability sets, allowing for more personalised support.

The curriculum for the Nurture Group focuses particularly on literacy, numeracy, and social skills development, while still providing access to a broad range of subjects, including arts, PE, and science, through which these skills are reinforced. The SENCo/teacher oversees and monitors the curriculum to ensure it meets students’ individual needs. Most teaching takes place in the Nurture Group’s dedicated base, although students may move around the school to access specialist teaching areas.

Students may remain in the Nurture Group until they feel ready to transition into the mainstream school, or they can continue in the nurture base and move into Nurture 2 for Key Stage 4, where they receive ongoing targeted support while having the opportunity to access option subjects within the wider school.

Home tuition: At Batchwood School, we have a dedicated teacher who provides tailored offsite tuition for students with medical needs, anxieties, or other barriers that prevent them from attending school. This provision ensures that these students continue to access a personalised curriculum and receive consistent academic support in a safe and supportive environment. The teacher works closely with school staff and families to monitor progress, maintain engagement, and ensure that students remain connected to the wider school community while meeting their individual learning and wellbeing needs.

Enrichment: All students attend at least one enrichment session per week. Students have many wider enrichment opportunities within their curriculum, including trips and visits. Individual student’s needs will be taken into account when planning for these. A student with SEND should not be prevented from participating fully in enrichment because of their SEND needs.

Alternative Learning: Batchwood School offers students an Alternative Learning session one afternoon per week, where they can choose from a variety of learning activities. This provision allows students to explore new interests, develop skills outside the core curriculum, and engage in hands-on or creative projects. By mixing with students from other year groups during these sessions, learners have the opportunity to build new friendships, develop social skills, and strengthen positive relationships across the school community, fostering collaboration and a sense of belonging.

At Batchwood School your child’s progress is continually monitored by subject teachers and the Senior Leadership Team. In addition:

• Progress is reviewed formally at the end of every half term.
• Students’ profiles are posted to parents each term, showing their child’s targets, current working grades and attitude to learning grades for each subject studied.
• There are also opportunities to gain information about progress expectations and to discuss your child’s progress at meetings for all parents, which include transitions evening, Options evening and Parents evenings.
• In addition, the progress of students is formally reviewed once a year through the EHCP review.
• Our SENCo will also check that your child is making good progress within any individual work, and in any group, that they take part in.

Transition from Primary: Batchwood School works closely in partnership with all its feeder schools. Information is shared between the School and the feeder school with regard to SEN where this is agreed with the parents and students involved. As part of the transition process, students and parents will have the opportunity to meet with the SENCo.

Batchwood School provides a Transition Evening for all incoming Year 6 students prior to the formal Transition Day. This event gives students the opportunity to meet their form tutor and peers in a welcoming environment, helping them feel safe, secure, and confident before their first full day at the school.

Key Stage 3 to Key Stage 4 Transition: Students in year 9 are fully supported to make their curriculum choices for Key Stage 4. Within the ECHP, students will discuss appropriate subject choices that meet their needs and aspirations for the future, including post-16 education, this is also supported by Services for Young People.

Careers Education: Batchwood School will ensure that all students between years 8 to 11 are provided with independent careers guidance (see Careers Policy). Batchwood School will ensure that it works to raise the career aspirations of all our students and broaden their employment horizons via opportunities such as taster days; work experience; mentoring; enterprise experiences; role models and inspiring speakers.

Support to Prepare for Adulthood: Batchwood School will work to understand the interests, strengths and motivations of our students and use this as a basis to plan support around them. We will provide support to ensure that students are included in social groups and encouraged to make friendships. This may be through full participation in the tutor programme; social skills workshops; pastoral work; or one to one support in the form of counselling or other well-being support. In addition, all students are be encouraged to take part in enrichment activities both within and beyond the School day, this includes the extended day; trips and visits

Preparation for Adulthood: For students in year 9 onwards, Batchwood School will seek to work in partnership with other agencies such as Services for Young People; West Herts College; post-16 providers and 6th forms; alternative education partners; housing agencies; disability organisations and other relevant agencies as required to ensure that students understand what support and opportunity is available for them as they get older. Where possible, Batchwood School will seek opportunities for students to meet disabled adults who are successful in their work or who have made a significant contribution to their community. For teenage students, the focus on achievement and post-16 options is essential; this will include preparation for higher education and/or employment. Training options such as supported internships, apprenticeships and traineeships or support for setting up your own business will be discussed as required. For all our students transition planning will result in clear outcomes being agreed that are ambitious and stretching in preparing the student for adulthood.

Young People making their Own Decisions: As our students develop, Batchwood School will ensure they are more and more closely involved in making the decisions about their own future. We recognise that after compulsory school age the right to make requests and decisions under the Children and Families Act 2014 applies to them directly, rather than to their parents. In the vast majority of cases, parents will be involved in supporting our students to make decisions. Batchwood School will continue to involve parents/carers wherever possible and appropriate, but the final decision rests with the young person. Batchwood School will continue to involve parents where there are concerns around attendance, behaviour or welfare. In addition, Batchwood School will continue to be involved in discussions around the young person’s studies and progress whatever post-16 destination, to ensure they remain and complete their studies. This is our commitment to our students.

Planning Transition into Post-16 Education and Training: In year 9, Batchwood School encourages students to explore the various post-16 options. In year 10, more specific courses and providers will be explored, to include taster days or visits. In year 11, students and families will be supported to decide on a firm destination post-16 and to familiarise themselves with the expected new setting. This will include contingency planning. Information about the individual student’s previous SEN provision will be shared with any post-16 provider before the young person takes up their place, preferably in the Spring Term prior to their start to enable the provider to develop a suitable support plan. Batchwood School will share this information sensitively and with the best interests of the student. Students must agree for the information to be shared.

At Batchwood School, we consider the needs of all users - including students, staff, governors, visitors, and others - and actively remove barriers that might prevent access to our school and services. Our school environment is designed to be simple, spacious, welcoming, and fully accessible, with clear signage throughout.

For students with physical disabilities, we offer personalised timetables in accessible classrooms Our programme of enrichment and extra-curricular activities is inclusive and accessible to all students. Classroom equipment is generally accessible to every learner, and we provide adaptive technology or specialised resources to ensure all students can fully engage with the curriculum.

If a student with physical disabilities wishes to join Batchwood School, we are committed to making any reasonable adjustments necessary to the building, curriculum, and resources to meet their individual needs and support their full participation in school life.

All students with a medical condition will be fully supported to ensure that they have full access to the School curriculum, including enrichments, School trips and physical education. We treat each student with a medical need, as an individual and in some cases we offer a personalised timetable or slow reintegration back into school after longer periods of absence.

Depending on the medical needs of a student, staff may be required to have additional training about a specific medical condition or specific training in administering a particular type of medicine or dealing with emergencies.

Our trained member of staff Mrs Nina Waters is responsible for students with medical needs. There are a team of trained first aid staff in school at all times.

Involving Specialists: Where a student continues to make less than expected progress, despite evidenced based support and interventions that are matched to the student’s area of need, the School will consider involving specialists or outside agencies for example: educational psychologists, Child and Adolescent Mental Health Services (CAMH), specialist teachers such as those for Visually Impaired, Speech, Language, Communication and Autism, Hearing Impaired or Multi-Sensory Impaired, therapists such as speech and language therapists. This may involve working with the local authority on joint commissioning. The involvement of specialists and what was discussed or agreed should always be recorded and shared with parents/carers and teaching staff involved in supporting the student. The SENCo and tutor along with the Specialist, involving the parents, should consider a range of evidence-based supports for the student. They should agree outcomes to be achieved through the support, including a review date.

Further information about SEN provision at Batchwood can be found:

• in our SEND policy (About Us) on our website
• direct contact with Miss Jo Murphy (SENCo)
• direct contact with the school office