Close

Twitter Wall

05/04/20

Retweeted From Scholars' Education Trust

Some excellent news in difficult times. Congratulations to Mr Gauthier on his shortlisting for Headteacher of the Year! https://t.co/AUUNn4sIp8

04/04/20

Retweeted From SRA - English

Can you guess these children's stories from the emojis? 📚 📖 https://t.co/KByyykwtSe

04/04/20

Retweeted From The Body Coach

Home work this weekend is to write a poem or letter describing how you feel after exercise. Use the hashtag 😀 so I can find them and share some 🙏🏼 https://t.co/2xBNjyWqt0

04/04/20

Well done! Have a great Easter! https://t.co/nor96Kgl5Y

03/04/20

What a lovely picture of some of the home-learning that went on today. What an end to the term, we hope everyone has a restful Easter break and remember to look after one another! 🌸🐰🐣🐥 https://t.co/RikdnB6Q67

03/04/20

The Nightingale Hospital needs your pictures! 🎨 https://t.co/xwcokUjceu # via

03/04/20

Woah... the battle is well and truly on!! Can we set any records?? Keep it up. https://t.co/wHlpfceS6a

02/04/20

Apologies for children in Y3 and Y4 who weren’t originally able to see the challenges due to heavy site traffic the groups hadn’t synced completely. This is all rectified so go go go with your TTRS challenges. Any issues please feel free to email me. Miss Bacon.

02/04/20

Retweeted From J.K. Rowling

Parents, teachers and carers working to keep children amused and interested while we’re on lockdown might need a bit of magic, so I’m delighted to launch https://t.co/cPg0dZpexB https://t.co/i0ZjTplVoU

02/04/20

Retweeted From Herts Libraries

Stuck at home? Try our daily 5 Minute Creative Challenge: Collect some flat stones from your garden and make a stone tower – how tall can you build it without it falling down? https://t.co/mylvZ8mRDa

02/04/20

Primary children have designed their own rugby kit. Which do you prefer? https://t.co/uebgtASaKl

02/04/20

Everyone is having a great time with for the ‘Greatest Showman’ and that’s just the staff! The children are great at this. https://t.co/4jvDup8K5v

02/04/20

Retweeted From Eleri Salter

Reading time at Team Salter school. 💖📚💖 Text kindly donated by , we will be writing our book reviews once we are done. https://t.co/9quE04HME8

02/04/20

Primary children were introduced to today. Everyone enjoyed creating a bookmark character. https://t.co/BWo633N1fA

02/04/20

Retweeted From Narelle Elliott

Team Elliott starting the day with a bit of PE https://t.co/TZdg6xN5Wj

02/04/20

It has been so lovely seeing what all of you have been up to during your time at home. I love the tie-dye T-shirt’s that Jayden (Year 6) and his little sisters made! Keep sending all your lovely photos to your teachers! 🎨📚 https://t.co/MO4Hh0n6AI

02/04/20

Retweeted From Mrs Lister

Art and maths project from visual maths https://t.co/PynYqaOQDP

02/04/20

Retweeted From Miss Hewerdine

Your daily creative idea. Great for building finger strength too! https://t.co/NT55t8O45Y

01/04/20

Glad to help. What’s not to love about a bit of rivalry.

01/04/20

A bit of clay modelling with the children that are still coming to school! Everyone definitely enjoyed this activity! https://t.co/63kuMphGkI

01/04/20

Obviously if anyone else likes the look of the book. This is the first in the series. Give it a go. Let us know your opinions of it. Imperial Class were giggling a lot!

01/04/20

Calling Year 5 Imperial class. I know we didn’t get to finish our class book but luckily it is available for loan in the BorrowBox app from Hertfordshire libraries. You can borrow and listen for free if you are a member or sign up for free. Miss Bacon https://t.co/LtNM1KsiiL

01/04/20

Retweeted From The Body Coach

If you missed the announcement today, I shared an update on how much money we've raised so far from advertising on YouTube 😀 Thanks to you and everyone that has taken part and watched the workouts... we've together raised just over £80,000 for the NHS 🙏🏻

01/04/20

Retweeted From SRA Music

Here’s today’s recommendation especially for our primary singers, Young Voices are doing some exciting online workshops/singing sessions, both live during the day and available on demand on YouTube- take a look for yourselves: https://t.co/xi6jVnmT5x

01/04/20

An update for the TT rock stars battle. The children just simply need to complete their times tables as they would normally any points that they accrue will then be added to their class as all children are allocated to their class. This will continue for two weeks

01/04/20

The students have already been allocated a battle so the more points they score the more it contributes to their class total. Good luck!

01/04/20

And the KS2 TTRS challenge has begun! Who will come out top in the battle of the year groups? Log in to your account and take part in the battle! https://t.co/lApCvlTObS

01/04/20

Retweeted From SRA - English

Reading lists for all key stages. Might be helpful for anyone in need of reading inspiration! 📚 https://t.co/LOVtIFTlkx

01/04/20

Retweeted From HarpendenAcademy

A fun Maths challenge to get your mind working. It is not as simple as it seems! https://t.co/EejZYSTPkq

01/04/20

Retweeted From SRA - English

Wise words from Michael Morpurgo ❤️ https://t.co/rEI0qK3HOY

01/04/20

Great news...if you are a member of Hertfordshire Liraries, you can borrow ebooks and eAudiobooks just by downloading the Borrow Box app. You are still able to join online with a unlimited temporary account. https://t.co/xX39sPFF5I

31/03/20

Look at this Sister Act! Well done Arabella showing your french learning of the body parts. Great to see Lottie joint in too! https://t.co/uT5rCGVrfi

31/03/20

Retweeted From SRA - English

Jolly hockey sticks! A bit of nostalgia for the whole family as a new series of Malory Towers is now available on iplayer. Perfect comfort tv and a great reminder to pick up those books again! https://t.co/4GbBlcl4Po

31/03/20

Well done to all the children who showed great mathematical understanding in our fun lesson this morning! https://t.co/OXl1eihpDw

31/03/20

PE this morning with what a great start to a Tuesday morning! https://t.co/RjsgnDn0YV

31/03/20

A great resource! News articles designed for younger readers. https://t.co/0Mjm30lMx3

31/03/20

Retweeted From World Book Day UK 📚

Looking for new books to read over the coming weeks? Don't miss our list of the nation’s TOP 100 STORIES TO SHARE as voted for by you. This is the ultimate list of stories to share for all ages, to give children & teens ideas of what to discover next. https://t.co/2obqQVfnSU https://t.co/2jFYF9QpE7

30/03/20

Retweeted From David Carter

Let’s all take a moment to thank our wonderful who are dealing with more than we can imagine. Show we appreciate the wonderful job they are doing & the vital role they continue to play in our society by sending a FREE card here https://t.co/r30e9MyxHw

30/03/20

All set up and ready to go on Wednesday! https://t.co/Dur7RoOkDQ

30/03/20

Well done. Hope there was a ‘spring in your step’ after that activity in the fresh air! https://t.co/9nHKyI8CDX

SEND

We believe that every child is an individual who brings something special to the school community. All students regardless of their ability, personality or background have a right to take part in and enjoy every aspect of school life and to have the opportunity to meet their full potential.

Our aim at the academy is to ensure that the barriers are removed and to offer all our students the opportunity to participate in, and benefit from, all of the many wonderful experiences that are available to them as a Samuel Ryder Academy student.

Within our Inclusion Faculty we provide specialist support and opportunity to help students feel valued and be better equipped to make positive choices, so that they can play an active role in the life of the school community.

At Samuel Ryder Academy, children are identified as having Special Educational Needs and Disabilities (SEND) in a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous school or pre-school setting
  • Child performing below ‘age expected’ levels or equivalent
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
  • Use of tools for standardised assessment such as, Lucid Assessment Test, Wide Ability Reading Test 4 and Cognitive Profiling test in the primary phase
  • Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority

Academy’s arrangement for assessing and reviewing the progress of pupils with special educational needs

  • We track and analyse the children’s progress against national expectations and age-related expectations three times a year and will send a report home to parents once a year.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
  • Pupil Progress Meetings are held in the primary phase between each class teacher, Key Stage Coordinator and Head of Learning Support. These meetings discuss children who are not making expected progress and possible actions and support strategies that could be implemented.
  • On entry to the academy all children are assessed using Cognitive Assessment Test (CATs) and Lucid Assessment Test (LASS).
  • Where specific needs are apparent, there are a range of assessment tools which can be used to explore a child’s strengths and difficulties in more depth, for example Comprehensive Test of Phonological Processing (CTOPP) and Test of Memory and Learning (TOMAL 2).
  • The Special Educational Needs Co-ordinator (SENCo) reports regularly to the Governing Body regarding the progress of the children.
  • There is a governor who is responsible for SEN

Academy's approach to teaching pupils with special educational needs

  • The class teacher plays a pivotal role in ensuring that the needs of each child are met. They will oversee, plan and differentiate the material to support the SEND children to ensure that appropriate progress is made in every area.
  • Lessons are differentiated, taking into account the primary needs of the learners, with tailored strategies implemented for specific students.
  • Where necessary, the class teacher and the SENCo, will discuss a child’s needs and what support is appropriate.
  • The SENCo oversees the progress of each child with SEND.
  • In the secondary phase, some lessons will have a Learning Support Assistant (LSA) assigned to support groups of students.
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress, such as support mats, coloured overlays and strategy cards.
  • The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used. All information is anonymised.

Additional support for learning for students with special educational needs

  • Small group and one-to-one interventions are run throughout all phases of the academy. These focus on a specific identified need. For example, reading, spelling, handwriting and numeracy.
  • Talking Partners: a targeted intervention to support students’ communication skills.
  • Learning Zone: small group lessons focused on specific curriculum areas of need.
  • Life Skills: small groups in Year 7 and 8 to support the development of social and emotional aspects of learning.
  • Nurture Group: for small groups of primary age children to develop social skills.
  • Additionally the department will support children to develop their:
    • processing
    • fine motor skills
    • short-term working memory
    • organisational skills

Learning Portraits

These are working documents that are completed on specific children to focus on supporting them in school. They ensure that the learning and support is child centred and enable all members of staff to acquire an in-depth understanding of strategies to support an individual child in their learning.

These are co-ordinated by a member of the Inclusion faculty. The portraits are shared with staff and parents/carers. This provides a platform for the child to be central to their learning and ensure that their views are heard and acted upon.

The arrangements for consulting parents of children with SEND

In the majority of cases the class teacher (primary) and form tutor (secondary) are the first point of contact for parents. Additionally, members of the Inclusion Faculty are available to meet and discuss a child’s progress, the support in place or any questions parents may have.

Furthermore, the faculty are in regular contact with parents as well as:

  • An appointment with the SENCo to discuss support in more detail;
  • Half termly coffee mornings. Each morning will have a focus and external agencies invited to some of these meetings;
  • Termly meetings in the Life Skills and Nurture Group to discuss a child’s progress.

The involvement of external bodies in meeting the needs of students with special educational needs

The school will always look to seek advice and support from external agencies when this is deemed necessary. Some of the services the school uses are:

  • Counselling service;
  • Links Academy: outreach and in-reach support
  • Educational Psychologist
  • Family support workers
  • Speech and Language Team (SaLT)
  • Communication and Autism Team (CAT)

Parents and carers can access the Hertfordshire Local Offer here.

If further assistance is needed, the customer service centre can be contacted on 0300 123 4043 or via email at: localoffer@hertfordshire.gov.uk.

Physical environment of the academy

We have, in consultation with the relevant expert bodies, aimed to make as much of the school accessible to those with mobility needs as possible. However, challenges due to the building designs and site layout do remain. Any parent wishing to know more about this and to discuss specific case needs is encouraged to contact the Head teacher, Mr M. Gauthier.

At present:

  • All external areas of the school are accessible by wheelchair
  • There are disabled parking bays available in the car park
  • Accessible toilet facilities
  • A lift enables access to the top floors of the primary classrooms, humanities, English and inclusion
  • Handrails around the site
  • Strips painted on the edge of the stairs
  • A number of paths and stairs have been widened
  • Safe heating around the corridors

Over time the school plans to further increase the accessibility of provision for all children, staff and visitors.

How the academy includes all students in activities outside of the classroom, including school trips

  • Each child has access to all parts of the school curriculum, including school trips.
  • We provide support to ensure access to school trips and when required will discuss this with parents.
  • In exceptional circumstances a parent/carer will be asked to accompany a child on a school trip.
  • A risk assessment is carried out prior to any off-site activity to ensure health & safety is adhered to and the suitability of the activity.
  • There are a variety of extra-curricular activities provided at lunchtime and after school for all students.
  • The inclusion department offers lunch time clubs five-days a week.

Expertise and training of staff with relation to children with SEND

  • The Head of Inclusion is a member of the Senior Leadership Team, a qualified SENCo and a member of the British Psychological Society, having accreditation for writing educational reports and exam access arrangements
  • The Head of Learning Support & SENCo is currently completing the National SENCo Award at the Institute of Education, University College London.
  • Within the school there is a culture of sharing good practice and expertise through an accredited CPD programme.
  • The inclusion team is highly skilled and has allocated members of staff responsible for different educational needs.

The school’s arrangements for supporting pupils with SEND in transferring between phases of education or in preparing for adulthood and independent living

Early Years Foundation transition

  • All students allocated a place at Samuel Ryder Academy will be visited by member of staff.
  • Students who need additional support have extra meetings with one of the members of the inclusion team and the parents/carers in order to put a plan of support in place prior to starting at the academy
  • The identified students will join the Nurture Group in September

Year 6 into 7 transition

  • All students allocated a place at Samuel Ryder Academy will be visited by member of staff during the summer term they are in Year 6.
  • Students who require extra support will have the opportunity for additional visits to the academy during the summer term they are in Year 6.
  • During these visits they will meet key staff, have a tour of the site and will be given extra materials to ease the transition.
  • When necessary, students will attend the Life Skills group in September of Year 7.
  • Additional support is provided by Links Academy for the identified students.

Other phases

  • Students who have an EHCP will work closely with Connexions and our careers advisor in planning their next phase in education or adulthood.

Who to contact if there you have any questions

  • In the first instance contact the class teacher or form tutor.
  • Contact the SENCo.
  • General information relating to SEND can be found on the Scholars’ Education Trust website here.
  • Further information is available from the Head of Learning Support & SENCo: Mr S Martin.
  • The school has a complaints policy, which is available on the Trust website.
  • Further information and advice for parents of children with special educational needs can be found at the following:
Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×