Statutory Information2020-08-29T12:19:24+00:00

Statutory Information for Little Munden Primary School


Little Munden Primary School.  Church Lane, Dane End, Near Ware, Hertfordshire.  SG2 0NR.  Tel: 01920 438271  Fax: 01920 438055.

Head Teacher: Laura Hale Email the Headteacher.

School Business Manager: Diana Jennings Email the Office Manager

SENco: Rebecca Clamp Email the SENco

School’s ethos and values

Mission Statement
We are a partnership of school, church, home and community.
We aim to have:
Happy, resilient, respectful children, healthy in body and mind, with strong values, life
skills and a love of learning.
Visionary and distributed leadership and skilled teaching staff.
A safe and stimulating environment in which to learn within the Christian ethos of our
school, where everyone is valued and has a chance to shine.

Our School Aims

  • Happy, resilient, respectful children, healthy in body and mind, with strong values, life skills and a love of learning.
  • Visionary and distributed leadership and skilled teaching staff.
  • A safe, stimulating environment in which to learn, where everyone is valued and has a chance to shine.

Our uppermost values

  • Respect for ourselves and others  (kindness, politeness, compassion)
  • Resilience, courage and ambition
  • Sportsmanship and team spirit/inclusivity
  • Honesty and integrity
  • Knowledge, wisdom and self confidence

Admission arrangements

Little Munden CofE Primary School is a Voluntary Controlled school and admission arrangements are managed by Herts County Council.

Please follow the link below for more information:

Requests for paper copies

If you require a paper copy of the information on the school’s website, this can be provided free of charge.


Latest Ofsted Report

View OFSTED Report

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School Performance Tables

View School Performance Tables

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Reading schemes and phonics in Key Stage 1

Pupils read individually to an adult at least 3 times a week. Guided reading takes place 4 times a week. Pupils are encouraged to take personal choice books to read at other times throughout the week.

There is a mixture of Reading Schemes used in KS1. Books are banded according to ability.  Phonics are taught through the Letters and Sounds scheme.  Children are taught daily in ability groupings.

Priorities developed from stakeholder and Ofsted feedback (December 2017)

Item #1 To link more effectively the priorities of the School Evaluation to our School Development Plan. 
Item #2 To support effectively the new SENco, and to devolve the responsibility for SEN children and the related paperwork to class teachers. 
Item #3 To support in particular the children who have arrived at our school as in year admissions.
Item #4 To promote leadership across all teaching staff and SLT with a view also to succession planning. 
Item #5 To ensure improvement in and consistency of handwriting and presentation of children’s work across the curriculum. 
Item #6 To support specific groups to improve in phonics and spelling, notably boys in year three and children in year six. 

2019 End of Key Stage 2 Assesments

2019 KS2 assessment results

In 2019, 12 children were eligible to take the end of key stage 2 tests. Please note that each child is equivalent to 8.3%. This year group comprised 33% of children with special educational needs or English as an additional language.

Pupils reaching the expected standard in reading = 58%

Pupils reaching the expected standard in writing = Teacher assessment – 67% 

Pupils reaching the expected standard in mathematics = 75% 

Pupils achieving the expected standard in grammar, punctuation and spelling = 50%

Pupils reaching the expected standard in reading, writing and maths combined = 58%

Pupils achieving a higher level** in reading = 25%

Pupils achieving a higher level in mathematics = 8% 

Average scaled score in reading = 103

Average scaled score in writing = N/A 

Average scaled score in mathematics = 103

Average scaled score in grammar, punctuation and spelling = 100

2018 End of Key Stage 2 Assesments

2018 KS2 assessment results

In 2018, only 5 children were eligible to take the end of key stage 2 tests. Please note that each child is equivalent to 20%. 

(National figures in brackets)

Pupils reaching the expected standard in reading = Teacher assessment (TA) 100%, test 80% (75%)

Pupils reaching the expected standard in writing = TA 80% (78%)

Pupils reaching the expected standard in mathematics = TA 100%, test 60% (76%)

Pupils achieving the expected standard in grammar, punctuation and spelling = 100% (78%)

Pupils reaching the expected standard in reading, writing and maths combined = TA 60%, tests 40% (64%)

Pupils achieving a higher level** in reading = 20% (28%)

Pupils achieving a higher level in writing = 20% (20%)

Pupils achieving a higher level in mathematics = 20% (24%)

Average scaled score in reading = 107 (105)

Average scaled score in writing = N/A 

Average scaled score in mathematics = 105 (104)

Average scaled score in grammar, punctuation and spelling = 109 (106)

2016 End of Key Stage 2 Assesments

In 2016, 10 children were eligible to take the end of key stage 2 tests.

(National figures in brackets)

Pupils reaching the expected standard in reading = 67%* (66%)

Pupils reaching the expected standard in writing = 67%* (74%)

Pupils reaching the expected standard in mathematics = 78%* (70%)

Pupils reaching the expected standard in reading, writing and maths combined = 67%* (53%)

Pupils achieving a higher level** in reading = 20% (18.7)

Pupils achieving a higher level in writing = 30% (14.7)

Pupils achieving a higher level in mathematics = 30% (16.6)

Average progress in reading = -1.2 (0)

Average progress in writing = -0.3 (0)

Average progress in mathematics = -0.8 (0)

Average scaled score for reading = 103.1 (102.6)

Average scaled score for mathematics = 103.7 (103)

*One child was unable to sit the tests or be assessed by the class teacher; this data has been excluded from the achievement figures above.

** A higher level is 10 points or more above the expected standard.

2017 End of Key Stage 2 Assesments

In 2017, only 4 children were eligible to take the end of key stage 2 tests. Please note that each child is equivalent to 25%.

(National figures in brackets)

Pupils reaching the expected standard in reading = Teacher assessment (TA) 75%, test 50% (79%)

Pupils reaching the expected standard in writing = TA 50% (76%)

Pupils reaching the expected standard in mathematics = TA 50%, test 25% (77%)

Pupils reaching the expected standard in reading, writing and maths combined = TA 50%, test 25% (53%)

Pupils achieving a higher level** in reading = 0% (24%)

Pupils achieving a higher level in writing = 0% (18%)

Pupils achieving a higher level in mathematics = 0% (22%)

Average progress in reading = -3.8 (0)

Average progress in writing = -1.6 (0)

Average progress in mathematics = -3.1 (0)

Average scaled score for reading = 95.5 (104.0)

Average scaled score for mathematics = 96.8 (105.9)

School Curriculum Information

Please see below information for parents, based on the model letter from Herts for Learning about assessment in the new National Curriculum

As you may know, a new National Curriculum came into operation this September for children in Years 1, 3, 4 and 5.  It is a statutory requirement from the Department for Education that we teach these year groups according to the new curriculum. However children in Years 2 and 6 are still working to the previous National Curriculum. From next September, all Years 1-6 will be working to the new curriculum.

One of the features of the new National Curriculum is that it no longer uses a system of numbered ‘levels’ to describe children’s attainment. This is because it was felt by the DfE that the use of levels had at times been detrimental to children.  For example, talking to children about their attainment using numbered levels could contribute towards their developing a “fixed mindset” about their ability, whereas we want to foster in all our children a “growth mindset”, meaning that we believe that we can all improve our abilities with practice, effort and persistence.  We would also like to further enrich our pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’.

Pupils will still be familiar with their ‘next steps’ learning targets as a way of ensuring maximum opportunity for progress but there will be no emphasis on what numerical level they are working at.

This national change – the removal of levels – means that, when we discuss your child’s attainment with you, either in meetings or written reports, we will no longer be reporting levels*, as these no longer have any relevance to the curriculum. Instead we will refer to your child’s current level of attainment using phrases such as:

  • working within the expected range of attainment for his/her age
  • working towards the expected range of attainment
  • working below the expected range of attainment
  • working beyond the expected range of attainment

We will also comment on whether your child has made good progress over the year, and give details of any specific areas of the curriculum where he/she has achieved well and any areas where further development or support is needed.

We trust that you will continue to find the information we provide about your child’s education useful and informative. Please do not hesitate to speak to us if you would like to know more details about how your child is progressing in school.

* Levels will be reported at the end of Year 2 and Year 6 this year only.  After that, levels will no longer be in use for any year group.


At Little Munden Primary School, we have introduced a whole school PSHE scheme called Jigsaw. Jigsaw combines PSHE, emotional literacy, mindfulness, social skills and spiritual development.

Jigsaw is designed as a whole school approach, with all year groups working on the same theme (puzzle) at the same time. This enables each puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a weekly celebration that highlights a theme from that week’s lessons across the school, and encourages children to try to reflect that learning in their behaviour and attitudes.

Mindfulness is developed though the ‘Calm Me’ time in each lesson. This consists of breathing techniques, awareness exercises and visualisation. Mindfulness is a vital tool for life; not only does it support the regulation of emotion and build emotional resilience but is also enhances focus and concentration; both helping to optimise learning for our children!

Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.

There are six puzzles (half-termly units of work) each with six pieces (lessons). Every year group studies the same puzzle at the same time, allowing for whole school themes and the end of puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school.

Each year group is taught one lesson per week and all lessons are delivered in an age and stage appropriate way so they meet children’s needs.

The different puzzle pieces are:

  1. Being Me in My World
  2. Celebrating Difference (including anti-bullying)
  3. Dreams and Goals
  4. Healthy Me
  5. Relationships
  6. Changing Me (including Sex Education)

Each piece has two Learning Intentions; one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills (covering the SEAL learning intentions but also enhanced).  The enhancements mean that Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.

To access the Parent/ Carer information please follow the link below.

Our Jigsaw Policy can be found under the policy section of our website.

Parent/ Carer information

Jigsaw PSHE policy

Relationships and Sex Education (RSE)

An important part of the Jigsaw PSHE programme is delivered through the ‘Relationships’ and ‘Changing Me’ puzzle pieces which are covered in the summer term.

There are four main aims of teaching RSE:

  1. To enable children to understand and respect their bodies
  2. To help children develop positive and healthy relationships appropriate to their age and development
  3. To support children to have positive self-esteem and body image
  4. To empower them to be safe and safeguarded

Each year group will be taught appropriate to their age and developmental stage. At no point will a child be taught something that is inappropriate; and if a question from a child arises and the teacher feels it would be inappropriate to answer (for example, because of its mature or explicit nature), this information will be shared with you by your child’s class teacher. The question will not be answered to the child or class if it is outside the remit of that year group’s programme.

Below is a summary of RSE coverage within the Jigsaw scheme for each year group:

  • Reception – Growing up: how we have changes since we were babies
  • Year 1 – Boys’ and girls’ bodies; naming body parts
  • Year 2 – Boys’ and girls’ bodies: body parts and respecting privacy (which parts of the body are private and why this is)
  • Year 3 – How babies grow and how boys’ and girls’ bodies change as they grow older
  • Year 4 – Internal and external reproductive body parts, body changes in girls and menstruation
  • Year 5 – Puberty for boys and girls, and conception
  • Year 6 – Puberty for boys and girls and understanding conception to birth of a baby

To find further information about how the school approaches the teaching of Relationships and Sex Education through the Jigsaw programme can be found within the documents below:

Mental Health and Well being review Nov 2022




SRE Additions to current policy Sep2019

SRE appendices

GDPR Privacy Notice for Parents and Carers


The school GDPR policy can be downloaded here

Little Munden Primary School collects data and information about parents / carers of our pupils so that we can operate effectively as a school. This privacy notice explains how and why we collect parent / carer data, what we do with it and what rights parents have.

The term “parent” is widely defined in education law to include the natural or adoptive parents (regardless of whether parents are or were married, whether a father is named on a birth certificate or has parental responsibility for the pupil, with whom the pupil lives or whether the pupil has contact with that parent), and also includes non-parents who have parental responsibility for the pupil, or with whom the pupil lives. It is therefore possible for a pupil to have several “parents” for the purposes of education law. This privacy notice also covers other members of pupils’ families who we may process data about from time to time, including, for example, siblings, aunts and uncles and grandparents.

Privacy Notice (How we use parent / carer information)

Little Munden C of E primary School is a small, school in rural Hertfordshire. It is a maintained school, voluntary controlled by the Church of England.

The data protection officer for the school is Alex Pettit, .

Why do we collect and use parent / carer information?

We collect and use parent / carer information under the following lawful bases:

a. where we have the consent of the data subject (Article6(a));

b. where it is necessary for compliance with a legal obligation (Article6(c));

c. where processing is necessary to protect the vital interests of the data subject or another person (Article 6(d));

d. where it is necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller (Article 6 (e)).

Where the personal data we collect about parents / carers is sensitive personal data, we will only process it where:

a. we have explicit consent;

b. processing is necessary to protect the vital interests of the data subject or of another natural person where the data subject is physically or legally incapable of giving consent; and / or

c. processing is necessary for reasons of substantial public interest, on the basis of Union or Member State law which shall be proportionate to the aim pursued, where we respect the essence of the right to data protection and provide for suitable and specific measures to safeguard the fundamental rights and the interests of the data subject.

Please see our Data Protection Policy for a definition of sensitive personal data.

We use the parent / carer data to support our functions of running a school, in particular:

a. to decide who to admit to the school;

b. to maintain a waiting list;

c. to support pupil learning;

d. to monitor and report on pupil progress;

e. to provide appropriate pastoral care;

f. to assess the quality of our services;

g. to comply with the law regarding data sharing;

h. for the protection and welfare of pupils and others in the school, including our safeguarding / child protection obligations;

i. for the safe and orderly running of the school;

j. to promote the school;

k. to send you communications that may be of interest to you which may include information about school events or activities, news, campaigns, appeals, other fundraising activities;

l. in order to respond to investigations from our regulators or to respond to complaints raised by our stakeholders;

m. in connection with any legal proceedings threatened or commenced against the school.

The categories of parent / carer information that we collect, hold and share include:

a. Personal information (such as name, address, telephone number and email address);

b. Information relating to your identity, marital status, employment status, and free school meal / pupil premium eligibility / entitlement to certain benefits, information about court orders in place affecting parenting arrangements for pupils;

c. Information required for Nursery education (e.g.30 hours free childcare) such as National Insurance number

d. Information relating to child protection/safeguarding matters

From time to time and in certain circumstances, we might also process personal data about parents / carers, some of which might be sensitive personal data, information about criminal proceedings / convictions or information about child protection / safeguarding. This information is not routinely collected about parents / carers and is only likely to be processed by the school in specific circumstances relating to particular pupils, for example, if a child protection issue arises or if a parent / carer is involved in a criminal matter. Where appropriate, such information may be shared with external agencies such as the child protection team at the Local Authority, the Local Authority Designated Officer and / or the Police. Such information will only be processed to the extent that it is lawful to do so and appropriate measures will be taken to keep the data secure.

We collect information about parents / carers before pupils join the school and update it during pupils’ time on the roll as and when new information is acquired.

Collecting parent / carer information

Whilst the majority of information about parents / carers provided to us is mandatory, some of it is provided to us on a voluntary basis. In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain parent / carer information to us or if you have a choice in this. Where appropriate, we will ask parents / carers for consent to process personal data where there is no other lawful basis for processing it, for example where we wish to ask your permission to use your information for marketing purposes or to request voluntary contributions. Parents / carers may withdraw consent given in these circumstances at any time.

In addition, the School also uses CCTV cameras around the school site for security purposes and for the protection of staff and pupils. CCTV footage may be referred to during the course of disciplinary procedures (for staff or pupils) or investigate other issues. CCTV footage involving parents / carers will only be processed to the extent that it is lawful to do so.

Storing parent / carer data

A significant amount of personal data is stored electronically, for example, on our database, SIMS. Some information may also be stored in hard copy format.

We will only retain your personal information for as long as necessary to fulfil the purposes we collected it for, including for the purposes of satisfying any legal, accounting, insurance or reporting requirements. To determine the appropriate retention period for personal data, we consider the amount, nature, and sensitivity of the personal data, the potential risk of harm from unauthorised use or disclosure of your personal data, the purposes for which we process your personal data and whether we can achieve those purposes through other means, and the applicable legal requirements.

In some circumstances we may anonymise your personal information so that it can no longer be associated with you, in which case we may use such information without further notice to you. Once you are no longer a parent / carer we will retain and securely destroy your personal information in accordance with applicable laws and regulations.

Who do we share parent / carer information with?

We routinely share parent / carer information with:

• schools that pupils attend after leaving us;

From time to time, we may also share parent / carer information other third parties including the following:

  • our local authority, Hertfordshire County Council
  • a pupil’s home local authority (if different);
  • the Department for Education (DfE);
  • school governors / trustees;
  • the Police and law enforcement agencies;
  • NHS health professionals including the school nurse, educational psychologists,
  • Education Welfare Officers;
  • Courts, if ordered to do so;
  • the T eaching Regulation Authority;
  • Prevent teams in accordance with the Prevent Duty on schools;
  • other schools, for example, if we are negotiating a managed move and we have your consent to share information in these circumstances;
  • Diocesan Officers at the Diocese of St Albans for the purposes of receiving educational support;
  • the Diocesan Board of Education for the purposes of receiving educational support];
  • our legal advisors;
  • our insurance providers / the Risk Protection Arrangement;

School Family Workers

Some of the organisations referred to above are joint data controllers. This means we are all responsible to you for how we process your data.

In the event that we share personal data about parents / carers with third parties, we will provide the minimum amount of personal data necessary to fulfil the purpose for which we are required to share the data.

Requesting access to your personal data

Under data protection legislation, parents / carers have the right to request access to information about them that we hold (“Subject Access Request”). To make a request for your child’s personal data, or be given access to your child’s educational record, contact the Office Manager or Data Protection Officer, although any written request for personal data will be treated as a Subject Access Request.

The legal timescales for the School to respond to a Subject Access Request is one calendar month. As the School has limited staff resources outside of term time, we encourage parents / carers to submit Subject Access Requests during term time and to avoid sending a request during periods when the School is closed or is about to close for the holidays where possible. This will assist us in responding to your request as promptly as possible.

No fee usually required

You will not have to pay a fee to access your personal information (or to exercise any of the other rights). However, we may charge a reasonable fee if your request for access is manifestly unfounded or excessive. Alternatively, we may refuse to comply with the request in such circumstances.

What we may need from you

We may need to request specific information from you to help us confirm your identity and ensure your right to access the information (or to exercise any of your other rights). This is another appropriate security measure to ensure that personal information is not disclosed to any person who has no right to receive it.

You also have the right to:

  • object to processing of personal data that is likely to cause, or is causing, damage or distress;
  • prevent processing for the purpose of direct marketing;
  • object to decisions being taken by automated means;
  • in certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and
  • claim compensation for damages caused by a breach of the our data protection responsibilities.


In the limited circumstances where you may have provided your consent to the collection, processing and transfer of your personal information for a specific purpose, you have the right to withdraw your consent for that specific processing at any time. To withdraw your consent, please contact the Office Manager. Once we have received notification that you have withdrawn your consent, we will no longer process your information for the purpose or purposes you originally agreed to, unless we have another legitimate basis for doing so in law.


We have appointed a data protection officer (DPO) to oversee compliance with this privacy notice. If you have any questions about this privacy notice or how we handle your personal information, please contact the DPO at You have the right to make a complaint at any time to the Information Commissioner’s Office (ICO), the UK supervisory authority for data protection issues.

You can contact the Information Commissioners Office on 0303 123 1113 or via email or at the Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire. SK9 5AF.


We reserve the right to update this privacy notice at any time, and we will provide you with a new privacy notice when we make any substantial updates. We may also notify you in other ways from time to time about the processing of your personal information.

Quality SEND School Statement

Little Munden School statement on high quality provision and outcomes for children and young people with SEND

The special educational needs and disability (SEND) code of practice (2015) requires all local authorities to describe the special educational provision it expects to be available for children and young people who have SEND. This information describes the arrangements schools should have in place for Hertfordshire children and young people with SEND. For further information on any particular aspect, please click the links provided. (Throughout this document, numbers in brackets refer to the SEND Code of Practice 2015)

The SEND Code of Practice (2015) says we must:

  • Have regard to the principles underpinning the code of practice to ensure the views, wishes and feelings of the child or young person, and the child’s parents, are central to achieving the best possible educational and other outcomes. (1.1)
  • Use their best endeavours to make sure that a child with SEN gets the support they require.
  • Appoint a SENCO who must be a qualified teacher working at the school. If required, they must achieve the National Award for Special Educational Needs Co-ordination within three years of appointment. (This does not apply to 16 to 19 academies.)
  • Take steps to ensure that children with medical conditions get the support required to meet those needs. (5.11 and 6.11)
  • Publish and update at least annually the SEN information report. (6.79)
  • Publish their arrangements for admission for disabled children, the reasonable adjustments being made to prevent disabled children from being treated less favourably than others; the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access over time.
  • Co-operate with the local authority in the education, health and care plan review process (6.56) and in reviewing the provision that is available locally (Chapter 3) and in developing the Local Offer.

Our Vision: 

‘All children and young people at Little Munden School with SEND have access to high quality local provision that meets their needs.’

Our Jointly Agreed Commitments:


  • every child and young person will have their needs identified and assessed.
  • every child and young person is entitled to high quality provision appropriate for her or his individual needs.
  • schools, early years settings, colleges, services, agencies and the LA have a shared accountability for ensuring children and young people achieve good outcomes.
  • there will be a continuum of provision matched to need, with as many children and young people as possible having their needs met in universal settings.
  • roles and accountabilities will be clear and focused on the needs of the child and young person.
  • information, funding and decision making will be transparent and without unnecessary bureaucracy.
  • resources will be used effectively and equitably.
  • there will be a focus on developing preventative and early intervention approaches.
  • children, young people and their parents participate fully in decisions about provision and services.
  • schools, early years settings and colleges will work collectively to share effective practice and make best use of resources.
  • the LA will facilitate capacity building so that local schools, early years settings and colleges are able to meet the needs of children and young people.
  • co-ordinated and integrated approaches will be developed and maintained with other agencies and voluntary organisations.

From:  Hertfordshire County Council,  Special Educational Needs and Disability Strategy , 2015-2018, Shaping the Future of SEND in Hertfordshire

  1. We will make high quality provision that meets the needs of children and young people with SEND through: 
  • High quality teaching that is differentiated and personalised. (6.37)
  • Fully including children and young people and their families in the life of the school.
  • Responding to the particular needs of children and young people with SEND in specific circumstances (10.0), including children looked after. 
  • Having a clear approach to identifying those who require SEN Support at the earliest point. (6.14)
  • Using a graduated approach, in the form of a four part cycle of assess, plan, do and review, through which decisions and actions are made, revisited, refined and revised. (6.44)
  • Removing barriers to learning and putting effective SEN provision in place. (6.44)
  • Evidencing the use of reasonable adjustments, ensuring access to the curriculum, written word and learning environment. (1.34)
  • Using provision mapping and management to maintain an overview of the programmes and interventions used with different groups of pupils, providing a basis for monitoring. (6.76 and 6.77)
  • Ensuring the SENCO, working with senior leaders and the governing body, determines the strategic development of SEN policy and provision. (6.87)
  • Evaluating the effectiveness of special educational provision, through normal school improvement systems. (4.32)
  • Strategically planning professional development to secure enhanced expertise for all staff working regularly with children and young people. (4.32)


1.We will improve short and long term outcomes for children and young people with SEND through:

  • Promoting high expectations and ensuring all children and young people achieve their best. (6.1)
  • Ensuring teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. (6.4)
  • Developing the effectiveness of the teaching and learning through the monitoring and evaluation approaches used in the school. (6.74)
  • Ensuring use of the graduated approach, fully engages with parents, children and young people and clearly evidences progress towards outcomes.
  • Supporting the emotional, mental and social development of children and young people, including providing extra support for listening to the views of children and young people and measures to prevent bullying. (4.32)
  • Thorough planning and preparation for the transitions between phases in education and preparation for adult life. (6.57)

2.We will communicate sensitively, appropriately and effectively with parents, children and young people with SEND, engendering trust, confidence, respect and constructive partnership working through:


  • Ensuring that children and young people and their parents have fully participated in discussions and have a sense of co-ownership of desired outcomes.
  • Keeping a record of the agreed outcomes, actions and support and sharing this with families and appropriate school staff. (6.71)
  • Informing parents when we are making special educational provision for their child. (6.43)
  • Arranging meetings with parents at least three times each year, allowing sufficient time to explore the parents’ views and to plan effectively. Meetings should, wherever possible, be aligned with the normal cycle of discussions with parents of all pupils. They will, however, be longer than most parent-teacher meetings. (6.69)

3.We will manage resources for SEN  through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money through:

  • Deploying the school’s delegated budget and other resources to meet pupils’ needs effectively. (6.9)
  • Regularly reviewing how expertise and resources can be used to improve the quality of whole-school provision. (6.3)
  • Managing provision to contribute to school improvement by identifying particular patterns of need and potential areas of development for teaching staff. (6.77)
  • Ensuring a named member of the governing body or a sub-committee has specific oversight of the school’s arrangements for SEN and disability. (6.3)

4.Work proactively and collaboratively to improve SEND provision through: 

  • Participating in the development and delivery of local services through DSPL groups.
  • Working with health and social care, local authority support services and voluntary sector organisations. (6.79)
  • Agreeing actions that ensure successful transitions between schools, phases, year groups, lessons as appropriate. (6.42)
  • Cooperating with the local authority to respond to recommendations from all SEND strategy work-streams (2015-2018).
  • Cooperating with the local authority to review and develop the Local Offer through their SEN Information Report. 
  • Regular review, monitoring and evaluation, including the views, experiences and involvement of pupils, parents and others.

Equality Statement

As a school, we welcome our duties under the Equality Act 2010. The general duties are to:


  • eliminate discrimination
  • advance equality of opportunity
  • foster good relations

We understand the principal of the Act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity.

A protected characteristic under the act covers the groups listed below:

  • age (for employees not for service provision)
  • disability
  • race
  • sex (including issues of transgender)
  • gender reassignment
  • maternity and pregnancy
  • religion and belief
  • sexual orientation
  • Marriage and Civil Partnership (for employees)

In order to meet our general duties, listed above, the law requires us to do some specific duties to demonstrate how we meet the general duties. These are to:

  • Publish equality information – to demonstrate compliance with the general duty across its functions (We will not publish any information that can specifically identify any child) 
  • Prepare and publish equality objectives

To do this we will collect data related to the protected characteristics above and analyse this data to determine our focus for our equality objectives. The data will be assessed across our core provisions as a school. This will include the following functions:

  • Admissions
  • Attendance
  • Attainment
  • Exclusions
  • Prejudice related incidents

Our objectives will detail how we will ensure equality is applied to the services listed above however where we find evidence that other functions have a significant impact on any particular group we will include work in this area.

We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

In fulfilling our legal obligations we will:

  • Recognise and respect diversity
  • Foster positive attitudes and relationships, and a shared sense of belonging
  • Observe good equalities practice, including staff recruitment, retention and development
  • Aim to reduce and remove existing inequalities and barriers
  • Consult and involve widely
  • Strive to ensure that society will benefit