Special Educational Needs and Disability (SEND) Information Report 2020-21 - St Giles' C ...
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St. Giles’ Church of England Primary School (VA)
Head Teacher: Mr. Keith Smithard MA Ed.
‘Learn, Grow and Flourish’
Special Educational Needs and Disability
(SEND) Information Report 2020-21
Welcome to St Giles C of E Primary School SEND Information Report!
St Giles’ is a small community with a big heart! You will find out much more about the school on the welcome
page of the School website. Please do have a look at the exciting things the children are doing.
This report provides information about the implementation of our SEND policy and is reviewed every year. This
is carried out in collaboration with governors, staff, parents and pupils in the light of the SEN Code of Practice
(2015). Key contributors to this year’s review (March – April 2021) are;
SENCO (Sal Muoria-Sal)
SEN Governor (Anna Garcia)
Teacher (Kerry Leonard)
Learning Mentor (Toni Johnson)
Parent (Shira Daniels)
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Contents
1.a) How does the school know if the children need extra help?
1.b) What should I do if I think my child may have special educational needs (SEND)
2. How will the school support my child?
3. How will I know how my child is doing?
4. How will the school’s approach to teaching and learning be matched to my child’s needs?
5. What support will there be for my child’s overall wellbeing?
6. What training have the staff, supporting children with SEND, had or are having?
7. What specialist services and expertise are available at or accessed by the school?
8. How will you help me to support my child’s learning?
9. How does the school enable constructive partnership working with families?
10. How will my child be included in activities outside the classroom, including school trips?
11. How accessible is the school environment?
12. Who can I contact for further information?
13. How will the school prepare and support my child to join the school and transfer to a new school?
14. How are the school’s resources allocated and matched to children’s special educational needs?
15. How are decisions made about the range of support my child will receive?
16. Where can I find out about the local authority ‘s local offer of services and provision for children with SEND?
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1.a) How does the school know if my child needs extra help?
St Giles’ has good teaching and learning in the classroom and delivers a rich and varied curriculum. It is expected
and usually the case that good teaching with good learning in the classroom impacts positively on your child’s
progress and attainment. Your child’s Class Teacher, the Learning Mentor (and other adults) mark work and give
verbal feedback on a daily basis. Some children may require extra help - this will be evident where most other
children will be able to carry out the skill or have the knowledge expected for their age or in comparison with
similar age peers (e.g. copying the date or spelling high frequency words).
If your child is arriving from another school and has already been identified to have special educational needs, the
school system (SIMS) will be updated and records received will be securely stored and read by relevant staff. It is usual
for the SENCO and / or office team / Headteacher to also hold conversations about your child before or soon after
beginning education at St Giles’ in order to gather information.
In a sentence…
The school knows if children need extra help through its routine monitoring and review progress and we act upon
baseline information which informs when additional help will be needed.
1.b) What should I do if I think my child may have special educational needs (SEND)?
At St Giles’ we always consider the whole child and their unique combination of strengths, interests and areas of
difficulty. Please be guided by the following definition detailed in the SEN Code of Practice (paragraph xiv 2015);
A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be
made for him/ her. The child has a significantly greater difficulty in learning than the majority of others of the
same age and / or has a disability which 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.
From here on in the term SEND will be used when referring to significant learning difficulty and / or disability.
In the first place, please discuss any concern you may have with your child’s Class Teacher as soon as possible.
Also, be reassured that you are welcome to make an appointment to meet with your child’s Class Teacher and
not necessarily wait until the parent consultation meetings. Not only is this important for developing a partner-
ship approach but also for early intervention to take place. For example, this might be an informal and even brief
conversation between yourself and your child’s Class Teacher.
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Next, please speak with the SENCO (Special Educational Needs Coordinator) Mr Sal who is in School two days a
week, on Wednesdays and Thursdays. You can contact him via the school office (tel: 01707 642 170 or email
admin@stgiles.herts.sch.uk ) in order to discuss your concern.
You should also be aware of the services available locally in Hertfordshire via the online Hertfordshire Local Offer.
You can reach the website with this hyperlink; The Hertfordshire Local Offer and select ‘Education Support’ where
you will be signposted to the School SENCO and guided through what happens next.
In a sentence;
If you think your child has SEND please talk with your child’s Class Teacher first, then talk with the SENCO and
find out what is support is available locally via the Hertfordshire Local Offer website.
2. How will the school support my child?
Be reassured that your child’s class teacher is continually planning teaching and reviewing learning with your
child in mind. The curriculum is adapted so that your child will access learning and make progress. Good quality
teaching and learning is our foundation of support. The Class Teacher has the best interests for your child’s edu-
cation, safety and wellbeing. The Class Teacher will make ‘reasonable adjustments’ as needed in the classroom
(e.g. the use of a fidget toy to help a child concentrate during carpet time).
Other members of staff will also support your child in different ways. At St Giles’ each Class has at least one
Learning Mentor who supports teaching and learning under the guidance of the Class Teacher. This will be varied
work; sometimes group or individual delivery, some of which is also intervention (time-limited support in a spe-
cific area, usually literacy or numeracy based. Some Learning Mentors also have other roles in the school such as
MSA and have an interest for children’s pastoral care too.
For children who require additional support, the SENCO is also involved in assessment, coordination, delivery and
monitoring of interventions directly or via the Learning Mentors. It is important that assessment is carried out in
order to establish a baseline against which future progress is measured. Relevant resources, strategies and inter-
ventions are considered at this point in a ‘seamless’ way in the classroom (e.g. use of a tinted reading ruler).
Strategically, the Headteacher has responsibility for the education of your child and is held to account by the
School Governors who meet each term. We recognise that the scenario for the best outcomes for your child is
when the school and home work well in partnership.
Class Teachers review whole Class Provision on a termly basis and this is written a whole class provision map
For children with SEND, an Individual Provision Map is also reviewed on a termly basis and includes the parent
and child at a meeting, using an ‘assess-plan-do-review’ cycle template. This should be treated as a ‘living docu-
ment’ by yourself and School staff in order to make the biggest impact.
In a sentence;
A child with SEND is primarily supported by the Class Teacher with a good quality education, including reasona-
ble adjustments and an adapted curriculum, as well as interventions, which are usually delivered by the Learn-
ing Mentor or SENCO (e.g. Read Write Inc. or Zones of Regulation) all of which is captured in an Individual Provi-
sion Map.
3. How will I know how my child is doing?
St Giles’ celebrates children’s success in a big way. We have a wonderful newsletter which celebrates achievement in
and enjoyment of learning which is circulated on a weekly basis. Our website hosts the newsletters and much more
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about children’s success here at St Giles’. We host a weekly celebration assembly. There is good communication be-
tween the school and our families through all of the above. The regular marking and verbal feedback on a daily basis
is the best and most reliable indicator of progress.
Class Teachers input and review data on a termly basis. All parents will receive their end of term reports which gives
information on progress and attainment in a broader way;
Above Expected / At Expected / Below Expected
along with qualitative comments about your child’s learning.
For pupils with SEND an Individual Provision Map is reviewed termly in a meeting with you and your child. This
provides the opportunity to go into more detail and address the smaller steps of progress given that the catego-
ries are very broad. The School has PIVATS 5 which is a tool to measure progress in smaller incremental steps. A
copy of the Individual Provision Map can be found under ‘SEND’ on the school website. There is a clear emphasis
on outcomes and views and your child’s views are also represented.
The school is quick to address any new concerns you may have. Following a period of monitoring, usually a half-
term or over a term, if your child continues to require additional or different support, the school will review
progress made against the baseline.
In a sentence;
You will know how well your child is doing by reading the end term reports, meeting with your child’s class teacher
and attending additional termly meetings to review your child’s Individual Provision Map. You are always wel-
come to contact the school.
4. How will the school’s approach to teaching and learning be matched to my child’s needs?
St Giles’ invests in high-quality teaching in the first place. Differentiation and/ or adapting the curriculum is our way
of matching the teaching and learning to your child’s needs. This is where the curriculum will be accessed at different
levels and in different ways and this will be sourced at the planning stage. Tasks are adapted or modified, vocabulary
and concepts are introduced pre-learning and specific resources or strategies are introduced, as appropriate.
Planned Interventions such as ‘Read, Write, Inc.’ are also invested by the school. In addition, we use time-limited, tried
and tested interventions such as TRUGS as needed. The teachers and TAs also intervene in their routine daily lessons
through verbal feedback and marking.
The SEN Code of Practice describes using a graduated approach which involves using an ‘assess-plan-do-review’ cycle
with children on the school SEND Register. This means that your child’s provision and progress will be reviewed with
you every term. This is written as a plan called an Individual Provision Map. The Individual Provision Map guides all
concerned in supporting your child’s education. Other written plans for children with SEND include recommendations
in reports from external services such as an Educational Psychologist (EP), a Paediatrician or a Speech & Language
Therapist which will also be incorporated or signposted. Parents therefore have an opportunity on a termly basis to
meet with their child’s Class Teacher or SENCO. Your child is welcome to attend the meetings, too, in whole or part
so that the ‘pupil voice’ is heard. The School has recently purchased Impact Ed, an online tool which will measure
progress in academic and non-academic areas. Audits of teaching and learning are carried out by School Senior Lead-
ers. We are mindful of inclusive practice and consider inclusive practice and SEND-friendly approaches in our delivery.
In a sentence…
Your child will access the curriculum through careful planning by the Class Teacher who will be aware of your child’s
needs and provide resources and / or make adjustments that are necessary.
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5 What Support will there be for my child’s overall wellbeing?
Our School’s Mental Health Lead Practitioners are Mrs Dowdall (DHT and Class 4 Teacher) and Mrs Wilson (Reception
Teacher). You can contact them via the School office (admin@stgiles.herts.sch.uk).
Your child’s emotional and social development is promoted and supported in many ways. You will be aware of a Well-
being Newsletter led by Mrs Wilson, the positive Christian message on the front of our School website, where you will
also find changing messages (for example, the article ‘9 ways in which your child can be good for your children’). You
will find a very useful ‘Wellbeing’ section under ‘Curriculum’ on the School website. You will also find regular refer-
ences to on Class Dojo.
Social Emotional and Mental Health (SEMH) is supported through the curriculum for all children.
For individual children the school buys into the services from Safe Space who offer a block of one-to-one coun-
selling for one child at a time. A single service referral is required along with your consent.
For children with health care needs an Individual Health Care Plan (IHCP) will be written and shared with relevant
staff on a need to know basis. Information about children with allergies is shared in the staff room.
Your child is under constant supervision through adult presence and support throughout the day. All accidents
are reported in a Report book. The school will follow up with communication with parents where a child may be
showing signs of anxiety and provide school support where possible or refer onto relevant professional services
For parents wishing to self-refer to services, please go the Herts Local Offer online (The Hertfordshire Local Offer)
Please refer to the School Behaviour Policy which can be found on the School website. The school promotes
positive attitudes and behaviour.
We aim to prevent bullying through education, role modelling and following the Behaviour Policy. In responding
to bullying, which is a rare event here at St Giles, we put in place measures to deal with this effectively. This
includes setting up opportunities for restoration and developing strategies for self-regulation (such as through
Zones of Regulation). St Giles has rolled out Zones of Regulation across the school since the spring term of 2020.
We aim to have posters in every class by the end of the 2020-21 academic year with all children aware of the
zones, starting with displays in the Nurture Room and School Hall and next the classrooms. Where bullying does
occur, it is recorded so that lessons are learned and that steps are in place to prevent it happening again.
We recognise that Covid 19 / Lockdown has had adverse effects on some of our children. We keep in good contact
with our families and this has been the case over the last two lockdowns where families have been contacted
with pastoral interest as well as academic. This is particularly true for our children who receive Pupil Premium. St
Giles’ has recently (March 2021) invested in Impact Ed which is an online platform for evaluating both academic
performance and impact of pastoral support.
Our School Website can easily be translated using ‘google translate’ in the toolbar top-left on the home page.
Therefore, for example, if your preferred language is Turkish, the entire site will change from English to Turkish
by selecting Turkish on the scroll bar.
In a sentence;
Your child’s wellbeing is at the forefront of all that we do, through the way in which we promote wellbeing for
all and will access additional support and / or specialist services for individuals according to need at the time.
6. What training have the staff, supporting children with SEND had or are having?
St Giles has a team with a wealth of skills and expertise where staff are continually looking for ways to improve
their practice through weekly staff meetings, including INSET and external training.
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The SENCO, Mr Sal, has a Masters level degree in Special and Inclusive Education along with the National Quali-
fication for SENCOs. The SENCO keeps abreast of local and national developments through the termly SEND brief-
ings. The SENCO also attends other training and coordinates training opportunities for staff with particular rele-
vance to the needs of our children. For example, members of staff working in Reception Class as well as the
SENCO have attended Early Years ASD whole day training (different days and virtual, summer 2021). The SENCO
also plans and delivers bespoke training at staff meetings. In the past year, the SENCO has provided introductory
training on PIVATS, Zones of Regulation and training on SpLD and ASD.
DSPL 6 (Delivering Specialist Provision Locally) is a fantastic local provision which can provides additional support.
For example, we were recently awarded £500 to spend on supporting pupils with ASD and anxiety. This has gone
towards sensory equipment mostly housed in the Nurture Room.
The School is also very fortunate to have an SEN Governor, Mrs Anna Garcia who works in the field herself as an
Early Years Advisor in a neighbouring authority. She too is able to offer training and will provide training on the
use of visuals to support communication.
Not only that, but the school is very fortunate to have highly dedicated staff who continually develop themselves
professionally through the Performance Management review cycle. One example is Mrs Johnson (Learning Men-
tor) who has continually developed herself professionally. Here are examples of some of her training background;
sports specialist training which includes send awareness, ASD Early Years, Protective behaviours, Teaching and learn-
ing, Elklan (Speech, Language and Communication) and Safeguarding.
In a sentence…
Be reassured that St Giles’ staff will get know your child and support your child in the best possible ways be-
cause we are either trained in the relevant areas or will attend training as required.
7. What Specialist services and expertise are available at St Giles?
We are a small school and our strength is in working closely together, with many of the staff having more than
one area of responsibility.
We work with many outside agencies and the SENCO is in regular contact with external services with whom he
has established good rapport. All referrals made by the school must have your signed agreement. The services
themselves offer a range of support, summarized below.
Service Named Professional Service Details and Offer
Watling View Becca https://www.watlingview.herts.sch.uk/outreach-1/
Outreach
Tier 1
Tier 2
Tier 3
Phone in
Schools Partnership Kelly Donkor Family Support Work
Service
(Partnership Manager) New ASD diagnosis support
Tel: 01707 655512 ext:268 for Administrator, Emma Abra-
hamson
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ADD-vance Joanna Miller https://www.add-vance.org/
Family & Professional Support for ASD and ADHD includ-
ing
Free courses for parents
Home Coaching Sessions
Occupational Therapy https://www.hct.nhs.uk/our-services/childrens-occupational-ther-
apy/
Scroll down to ‘useful information’
Educational Psychol- Shaun Clifford Contact Line: 01992 588 574
ogy Herts Local Offer: https://www.hertfordshire.gov.uk/microsites/local-of-
fer/services-for-children-and-young-people/educational-psychologists.aspx
‘Quick queries’
Consultation
Statutory Assessment
Schools advice re bereavement, wellbeing
DSPL 6 Cheryl Mence https://www.dsplarea6.org.uk/
(Delivering Specialist 01707 643 576 at The Wroxham School, Potters Bar
Provision Locally;
Local High Needs Funding (LHNF)
Area 6)
SENCOs Local and National Updates
SpLD Outreach Nicky Ross Referral with evidence of school intervention for at least one
review cycle
Tier 1
Tier 2
Tier 3
Resource Library
HIVE Jo Folkes-Jones Referral with evidence of school intervention for at least one
review cycle
Tier 1 universal; School responsibility
Tier 2 universal plus; solution cluster, Best Practice
Tier 3 targeted outreach; 6 weeks of individual support
Tier 4 targeted plus; short-term schooling at The HIVE
Tier 5 specialist provision; Support evidence for EHCP
Speech & Language Advice-Line Advice Line: 01992 823 093
Therapy
https://www.hct.nhs.uk/our-services/childrens-speech-and-
language-therapy/
Scroll down to useful information
Referral with evidence of school intervention for at least one
review cycle
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SENDIASS (SEND In- sendiass@hertfordshire.gov.uk
formation, Advice
01992 555 847
and Support Strategy)
Impartial/Confidential advice for families
Developing 1:1 sessions (presently phone or virtual)
EHCP advice
Early Years SEND Spe- Anna Baillie Lane Consultation
cialist Advisory School based Support
Teacher School Referral required with parental consent
Communication & Eilish Foley Consultation model
Autism Team (CAT) School based Support
Francesca Ntiamoah School Referral required with parental consent
Advisory Lead
School Nursing https://www.hct.nhs.uk/our-services/school-nursing/
https://www.hertsfamilycentres.org/
https://youtu.be/7RoTkp3vkB0
In a sentence;
Staff at St Giles’ bring a collective wealth of expertise and we are actively in touch with all of many local services
above who provide external advice and support at different levels.
8. How will you help me to support my child’s learning?
We believe that a partnership approach, where you as parents and the school staff work together, collaboratively,
is the most effective way to impact positively upon your child’s wellbeing and education. Therefore, we are al-
ways keen to hear from you (informally at the school gate works well for many!) about your engagement with
your child’s education.
Homework is explained to your child before it is taken home. If for any reason you are not sure about a method
or the instructions, please do get in touch with your child’s Class Teacher to clarify. It is far better that you are at
ease about the homework your child is to complete. Differentiation takes place with homework through different
levels of challenge. You could also run the homework in shorter chunks of time, of course. For example, it may
be more productive for your child complete a piece of writing in three sittings of ten minutes rather than thirty
consecutive minutes. Please refer to the School Learning Policy on the School Website, which includes infor-
mation about homework.
Please be aware of the different clubs as they begin to reopen again after Covid 19/Lockdown. Your child’s
overall wellbeing through the enrichment of after school clubs should be considered and we encourage your
child to take in the wider aspects of ‘school life’.
There are many courses available for parents and carers to attend, circulated by our wonderful office team.
Please do open up the attachments and read the flyers. Examples of these are; Hertfordshire Family Service, ADD-
Vance, Watford FC CSE Trust, DSPL 6 and Spectrum. If you attend one of these courses and find it helpful, please
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let us know so that we can encourage other families to get involved. Attending courses with your child in mind is
very much a strength!
In a sentence;
We encourage you to engage with your child’s learning by taking an interest in what s/he does at school and if
you feel you need training or more advice please do contact the school!
9. How does the school enable constructive partnership working with families?
Parents are encouraged to be involved in the school more widely and we are well supported by you, especially
through the tremendous PTA in planning and delivering fundraising events, which impacts children’s education
through new books and the educational experiences.
Initially introduced by the SENCO, the ‘Coffee Morning’ enables parents and carers of children with SEND to meet
informally and discuss different topics. Due to Covid 19 outbreak and lockdown this has stopped. However, when
we do restart the Coffee Morning, you will be warmly welcomed as this was beginning to become a very useful
forum in which share our own experiences and expertise with a themed approach. Our very last Coffee Morning
held before the first Lockdown included spotlight on neurodiversity and ASD. We had then planned a guest
speaker from CAT to talk about ASD. We hope to reconvene this summer term (2021) where we might enjoy a
picnic-style get together!
Parents have been actively involved in the writing of this report. We are fortunate to have a governor, who is a
parent, with responsibility for SEND who is also active in SEND herself and has contributed to co-producing this
report along with another parent. We are always happy to signpost you to access various services. One that is
highly recommended by our SEN Governor is Mencap and another is ADD-Vance.
The pupil voice is equally important and for this purpose, we have a school council. Children completed a ques-
tionnaire, devised to gather your children’s views about education and impact of Lockdowns. The feedback pro-
vided is kept securely on Impact Ed, an online evaluation tool.
Our rich and varied enrichment includes a host of in and out-of-school events, such as academic (e.g. parents
coming into the school to help read) non-academic events (e.g. going to football matches, including trips to Wem-
bley Stadium). We invite parents to watch and participate in sporting activities at other venues and as well as
sports day on our wonderful field.
In a sentence…
St Giles is a small and close-knit community where we all come together to support our children and this is best
achieved with a ‘partnership’ approach where your child is championed by both home and school.
10. How will my child included in activities outside the classroom, including school trips?
As mentioned already, St Giles’ offers very exciting events outside the classroom including school trips. In order
to enable your child to be safe and gain the most enjoyment from the experience we carry out Risk Assessment
and where necessary Individual Risk Assessment prior to the trip. We also prepare our children with information
including videos, photos and explanations.
1011
All children are given the opportunity to participate in sporting events no regardless of their ability. We have links
with Brookmans Park Rotary Club swimming gala fundraising event once a year. We also run a Church sleepover
which raises funds or homelessness.
11. How accessible is the school environment?
The school is spread across a few levels with entry at the ground level. There are steps which lead down to the
main hall for dinner, assembly and PE. However, wheelchair access can be gained through the classroom doors,
the doors to the main hall and the door to ICT suite. We have a disabled toilet at the ground level upon entry
which is signposted. The library and KS2 classes are located upstairs. In the case of a pupil requiring access to a
KS2 class, a decision would need to be made by the school leadership and governance in order to gain access.
There is a Nurture Room on the ground level and the school has a wonderful field for access to the curriculum.
Our PE Coordinator has balls with bells, suitable for visually impairment and awareness.
12. Who can I contact for further information?
Please call in at the School Office for information about the school. You may also wish to speak to the SENCO, Mr Sal
who is in on Wednesdays and Thursdays about Special Educational Needs. Please call or email the school office for an
appointment or reply;
Tel: 01707 642 170
admin@stgiles.herts.sch.uk
13. How will the school prepare and support my child to join the school and transfer to a new school?
St Giles’ prepares your child before joining the Reception Class in many ways, including visits to the school includ-
ing a tour of the school site. We also gather information necessary. If your child has SEND, this will include infor-
mation gathering and handover meetings* and a visit to your child’s pre-school setting. In the case of in-year
admissions, we gather information from the previous education setting and talk with a key member of staff, such
as, the SENCO. We recognise that every child is unique and special and knowing your child’s strengths, interests
and needs is very useful in terms of us helping your child settle in well.
*A handover meeting is one in which representatives from the school settings, along with parents and any exter-
nal support service attends to share relevant information on your child.
When your child leaves at the end of Year 6, we liaise with the new Secondary School and offer transitional
support such as a visit day and transition work in the summer term prior to leaving. This may include additional
support work and extra visit days and provision of visual supports such as photos of places and people, calendar,
diary and opportunity to address aspects of Key Phase transition such as social, emotional and learning skills
In a sentence;
As part of the process of starting at St Giles’ we always gather the information on your child before they
start and provide opportunities to familiarise and when your child leaves, information is shared with the
new school.
14. How are the school’s resources allocated and matched to children’s special educational needs?
The school budget includes an allocated notional SEND budget. The School then decides how the notional budget
is used in terms of resourcing and deployment of staff.
1112
The SEND budget will therefore include purchase of resources relevant to making reasonable adjustments and
curriculum adaptations. One example of adaptations made to include all children recently was in PE where a ball
on a stand (in place of swinging at a fast moving ball) helped improve confidence, time and patience. Another
example is in the use of puppets to encourage speech, language and participation.
At St Giles’ the staff supporting the Class Teachers in the Classroom are Learning Mentors.
Where additional funding is required for a child with exceptional needs, this is sought via local channels such as
the DSPL 6 for LHNF (Local High Needs Funding) or an EHC assessment may be requested. An EHCP will come with
banded funding. Parents, you make this request by yourselves but would always advise to work together with
the school through this process.
In a sentence;
The School uses a notional budget to provide personnel and / or resources, reviewed each year and where ad-
ditional ‘top up’ funding is required referrals are made to meet exceptional needs.
15. How are decisions made about the range of support my child will receive?
If your child is on the SEND register, your child will have an individual provision map where parents are
involved in review meetings on a termly basis. In this way you are strategically involved in decisions made
about the way resources can be used most effectively for your child. Your child will also be part of this pro-
cess, placing him or her at the centre.
The range of support might include, for example, environmental adjustments, curriculum adaptation, re-
sources, educational support, social and emotional support, interventions, new initiatives and external fund-
ing.
In a sentence;
You are your child are an important part of the decision-making process in supporting your child and you
will be invited once a term to meet with a member of staff (usually your child’s Class Teacher) to review
provision and progress.
16. Where can I find out about the local authority‘s local offer of services and provision for children with
SEND?
Please look up the Hertfordshire Local Offer online where you will find access to children’s services;
https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx
www.hertsdirect.org/send
In addition, here are some other useful websites;
Autism
Autism Education Trust (AET) www.autismeducationtrust.org.uk
National Autistic Society www.autism.org.uk
Child Autism UK https://www.childautism.org.uk/
PALMS https://www.hct.nhs.uk/our-services/palms/
ADHD
1213
ADD-Vance Hertfordshire http://www.add-vance.org/
Dyslexia
British Dyslexia Association https://www.bdadyslexia.org.uk/
NHS Dyslexia https://www.nhs.uk/conditions/dyslexia/
Dyslex.io http://dyslex.io/
Dyspraxia
NHS Dyspraxia https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/
Hearing Impairment
National Deaf Children’s Society https://www.ndcs.org.uk/
VisuaI Impairment
NHS https://www.nhs.uk/conditions/vision-loss/
Speech and Language
Herts Speech & Language Service;
https://www.hct.nhs.uk/our-services/childrens-speech-and-language-therapy/
If you know of any other useful contacts, please let us know so that we can add to the list!
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