Test – Yavneh College

📅 Reviewed: September 2025 | Next Review: September 2026

📚 Contents

📘 What is the definition of Special Educational Needs and Disability?
🧠 What kinds of special educational needs (SEND) might the pupils at Yavneh College have?
🔍 How does the school know if children/young people may need extra help?
📈 What should I do if I am concerned about my child’s academic progress?
❓ What should I do if I think my child may have special educational needs?
👩‍🏫 How will school staff support my child?
➕ Provision Beyond the Classroom
🎯 Targeted and Individualised Provision for Students with EHCPs
📊 How will I know how my child is doing?
💖 What support will there be for my child’s overall wellbeing?
🏥 What specialist services are available at or accessed by the school?
💻 Digital Accessibility
🎓 What training have staff supporting children and young people with SEND had or are having?
📊 How We Evaluate Our SEND Provision
📝 Complaints Procedure
🤝 How will you help me to support my child’s learning?
📣 How will I be involved in discussions about planning for my child’s education?
🎓 Sixth Form
🎓 Post-18 Transition Planning
🚌 How will my child be included in activities outside the classroom including school trips?
♿ How accessible is the school environment?
📞 Who can I contact for further information?
🔄 How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
💰 How are the school’s resources allocated and matched to children’s special educational needs?
⚖️ How is the decision made about how much support my child will receive?
🌐 How can I find information on the local authority’s Local Offer?
📘 Glossary of SEND Terms

SEND – The School’s Offer (SEN Information Report 2025 – 2026)

Welcome to Yavneh College’s SEND Information Report (2025–2026).
This guide explains how we support students with Special Educational Needs and Disabilities (SEND). Whether your child has a diagnosis or you’re just beginning to explore their needs, we’re here to help.
We believe every child deserves to thrive, and we work in partnership with families to ensure the right support is in place. This document outlines how we identify needs, what support is available, and how we work together to help every student succeed.

📘 What is the definition of Special Educational Needs and Disability?

The SEND Code of Practice: 0-25 years (2015) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age/young person has a learning difficulty or disability if he or she:

Has a significantly greater difficulty in learning than the majority of others of the same age, or
Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

🧠 What kinds of special educational needs (SEND) might the pupils at Yavneh College have?

According to the Code of Practice 2014, special educational needs and provision falls under four broad areas of need:

Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical

🔍 How does the school know if children/young people may need extra help?

Information from parents regarding their child’s history
Liaison with each pupil’s primary or previous school setting
Lucid Exact screening on entry to Year 7 and repeated in Year 9
Benchmark assessments for reading Key Stage 3
Referrals made to the SENCo by school staff where there is a change in the pupil’s behaviour or progress
Tracking information
Limited progress is being made according to expected progress
Self-referral by pupil
Follow up Screening assessments carried out by the SENCo where appropriate
Working in partnership with external agencies and outside professionals

Pupil A told us

📈 What should I do if I am concerned about my child’s academic progress?

If you have a concern about your child’s academic progress in a specific subject, always speak to your child’s subject teacher in the first instance.

If you continue to be concerned that your child is not making progress in a specific subject, contact the relevant Head of Department.

For general pastoral concerns please contact the relevant member of staff below:

D Jacobson, Head of Year 7 djacobson@yavnehcollege.org
Mr E Gordon, Head of Year 8 egordeon@yavnehcollege.org
Miss M Vales, Head of Year 9 mvales@yavnehcollege.org
Mr B Kagan, Head of Year 10 bkagan@yavnehcollege.org
Mrs J Rhodes, Head of Year 11 jrhodes@yavnehcollege.org

There is another level of support for students and if you have further academic or pastoral concerns please speak to

Mr R Goldstein Year 7-9 rgoldstein@yavnehcollege.org
Mrs R Layton Year 10-11rlayton@yavnehcollege.org

For all concerns in the 6^th Form please be in touch with

Mr B Pieters, Assistant Headteacher, Head of Sixth Form bpierters@yavnehcollege.org
Mrs T Chaimowitz, Assistant Head of Sixth Form tchaimowitz@yavnehcolllege.org

❓ What should I do if I think my child may have special educational needs?

If you believe that your child may have a SEND, it is important that you contact, Rabbi H Cohen, Assistant Headteacher / SENCo, in the first instance, who can offer advice and can signpost you to the relevant professional

Our policy pertaining to assessment for exam access arrangements, can be accessed at https://yavnehcollege.org/send-exam-access-arrangements/

👩‍🏫 How will school staff support my child?

Subject teacher input, through Quality First Adaptive Teaching.

Most of your child’s learning needs will be supported and addressed by Quality First Adaptive Teaching in the classroom
Subject teachers are responsible for the planning and implementation of teaching and learning tasks for all pupils, including pupils who have identified special educational needs and disabilities
Growth Mindset is woven through our curriculum, and we encourage all pupils to develop Growth Mindset dispositions such as resilience, collaboration, independence and an honest reflection of themselves as learners. Developing these dispositions will ensure greater academic success and greater success in life beyond education
Subject teachers will employ Quality First Adaptive Teaching, so that your child is fully included in learning. This may involve using more practical learning activities, visual aids and the use of IT
We promote positive behaviour within and beyond the classroom. Please refer to the Yavneh Way for more information
Subject teachers ensure that individualised strategies and/or resources are in place to support your child’s learning
Specialist equipment and/or assistive technology may be provided to your child upon recommendation and/or funding from outside agencies
Learning Support Assistants (LSAs) provide targeted in-class support to individual and/or small groups of pupils
Shared information and strategies for teachers

➕ Provision Beyond the classroom

Additional provision and support may be given where a pupil’s needs are considered ‘additional to or different from their peers’

The duration of an intervention will vary according to need but will be monitored regularly. Interventions will be reviewed by the school to establish the effectiveness and impact of the provision and to inform future planning.

Intervention programmes may include:

Academic mentoring
Pastoral mentoring
Numeracy intervention
Literacy intervention
Handwriting programme
Enrichment programmes which support and extend learning where appropriate
Social skills groups
Emotional regulation programme
Social, emotional and behavioural support programmes
Exam related support
Subject specific interventions
Subject specific revision classes
Mentoring
Study Skills
Additional Study Support Sessions
Reduced/modified timetable
Functional Skills and alternative qualifications

🎯 Targeted and individualised provision for students with EHCPs

This level of support is provided for children with significant barriers to learning that cannot be overcome through Quality First Adaptive Teaching and the support offered beyond the classroom
Provision is usually delivered through an Education, Health and Care Plan (EHCP). This is a legal document which sets out the support provision in place needed to meet EHCP outcomes
An additional adult or Learning Support Assistant (LSA) may support your child with whole class learning, run individual programmes or hold small group sessions which include your child
A pupil may receive intervention services from an external professional and/or advisory teacher provided by a local authority
A pupil may have a bespoke curriculum
Annual Review meetings and individualised targets

📊 How will I know how my child is doing?

We support and involve parents in their child’s learning both formally and informally
Students who are receiving support beyond the classroom will be allocated as keyworker who will contact them regularly
Regular reporting details the progress that your child is making in school
Parents will receive one interim report and one full written report showing their child’s progress and attainment over the year
Parental access to Go4Schools details the academic and behaviour record of your child
Parent consultation evenings are held once a year, where you will have the opportunity to meet with subject teachers, Heads of Year and SENCo to discuss any specific needs
Additional means of communication may also be put in place, such as home/school liaison and target reports, communication books, email correspondence and telephone conversations.
For pupils with significant and complex SEND, a named LSA link will be allocated
Additional appointments can be made with the Heads of Year, Heads of Key Stages 3 and 4 and the SENCo via the school office
The relevant member of staff will monitor your child’s progress within any intervention group that they take part
If your child is identified as making insufficient progress, the school will discuss this with you in more detail and plan any additional interventions or support and/or referrals to outside professionals as per the Assess, Plan, Do, Review cycle (APDR)
The progress of children with an Education Health and Care Plan will be formally reviewed at an Annual Review held with parent/guardian, your child and named professionals involved with your child’s education

Assess	Plan	Do	Review
Gather information from teachers, parents, and assessments	Set clear, measurable outcomes and agree on support strategies	Implement support through QFAT, interventions, or EHCP provision	Evaluate progress, adjust support, and plan next steps

💖 What support will there be for my child’s overall wellbeing?

For matters relating to Mental Health and Wellbeing please contact the following members of staff:

Mr Aaron Conway, Mental Health Lead aconway@yavnehcollege.org
Mr M Kendler , Assistant Headteacher/DSL mkendler@yavnehcollege.org
Rabbi H Cohen, Assistant Headteacher/SENCO hcohen@yavnehcollege.org

Pupils are encouraged to forge close relationships with their form tutor who is the first point of contact for overall well being
A weekly PSHE programme (Personal, Social, Health Education) which revolves around the three key strands including Health and Wellbeing, Relationships and Living in the Wider World.
Our Mental Health Lead and supports pupils with (EBSA) Emotion Based School Avoidance, social and emotional wellbeing and other anxiety-based concerns
Social and emotional support programmes address the needs of pupils with emotional and sensory regulation, communication and friendship difficulties
The Base (quiet space) offers a supportive environment at lunch and break times
Peer buddies are allocated to some pupils who are struggling socially though the (Year 12) peer mentoring programme
A key adult/mentor may be allocated to identified pupils
A range of extra-curricular/lunchtime opportunities for pupils to support their wellbeing including our Wellbeing Champions, and sports clubs
Enrichment sessions promoting wellbeing such as Mindfulness, Breath of Fresh Air and other sporting options
“Who can I talk to?” posters around school identify staff who pupils can go to if they have any concerns or want to talk to an adult
Kavod Committee identifying Sixth Form representatives from each year group as a source of support for any pupil wishing to speak to a member of staff to discuss any sort of harassment or issues concerning LGBT+.
“I have a concern” form (digital) available for all pupils should they wish to (confidentially) report any safeguarding issues. These reports go directly to the Designated Safeguarding Lead (DSL).
Close links with many external agencies who offer social and emotional support as and when required
Pupils who are encountering significant social, emotional and mental health difficulties receive support from outside agencies such as the School Nursing Team and CAMHS
We have a trainee Art therapist available one day a week, for internal referrals
We work closely with Jami Counsellors and have 8 referral slots
The Herts NHS wellbeing team offers 3 students CBT therapy. For internal referrals
We have a dedicated Wellbeing Cabin and space with the Base

Pupil B told us “The Base is where I come and chat and say how I feel. There is always someone to listen and talk to.”

🏥 What specialist services are available at or accessed by the school?

We work with a number of external agencies to support pupils requiring specialist support. This may be from organisations that include:

Local Authority Integrated Services for Learning (ISL). A team of advisory teachers for behaviour, Communication and Autism, Visual, Hearing and Physical Impairment
Health services such as occupational therapists, speech and language therapists, physiotherapists
The Education Psychology Service
Special Educational Needs and Disability Advisory Service (SENDIASS)
Attendance Advisory team
Links Academy outreach services
Education Support Team for Medical Absence (ESMA)
Child and Adolescent Mental Health Service (CAMHS)
School Nursing Team
Mental Health School Team
Hertfordshire Services for Young People

💻 Digital Accessibility

At Yavneh College, we are committed to ensuring that all pupils and families can access our information with ease.

📄 Our SEND documents are compatible with screen readers and available in accessible formats.

🌐 We strive to make our digital content inclusive for all users, including those with visual,

auditory, or cognitive needs.

📬 If you require this document in an alternative format or have suggestions to improve accessibility, please contact the school office.

🎓 What training have staff supporting children and young people with SEND, had or are having?

The school provides training and support to enable all staff to improve the teaching and learning for children, including those with SEND through our programme of Yavneh Continuing Professional Development (YCPD)
The SENCo contributes to whole school training on SEND. This has included training on Quality First Adaptive Teaching, specific learning difficulties (Dyslexia, Dyspraxia), pupils with sensory difficulties, Communication and interaction (ASD) and Neurodiversity and this year’s focus is ADHD
Support staff have access to training from the SENCo and external specialist agencies
The staff appraisal process enables SEND training needs to be identified and targeted
The SENDCo is a qualified teacher and holds the National Award for SEN Coordination, has a master’s degree in Educational and a Degree in Psychology. He has a has a Level 5 OCR Qualification teaching students SpLD and has a qualification in Assessing Students for Access Arrangements in exams.
The SENCo attends regular training courses and Hertfordshire update meetings which inform departmental and whole staff training
As part of Herts For Learning Education, all staff have access to up to date and relevant training related to SEND
We use National College to underpin our comprehensive Continuing Professional Development (CPD) programme and through it offer bespoke SEND training to all colleagues
We have a weekly cycle of CPD that focuses in detail on granular elements of Quality First Adaptive Teaching (QFAT) pedagogy to ensure all pupils including SEND are supported to access the curriculum

📊 How We Evaluate Our SEND Provision

We regularly monitor and evaluate the effectiveness of our SEND provision through:

Termly reviews of pupil progress and intervention impact.
Feedback from pupils, parents, and staff.
Annual Reviews for EHCP students.
Learning walks, book looks, and lesson observations.
Regular SEND governor oversight and reporting to SLT.

📝 Complaints Procedure

We are committed to working in partnership with parents. If you have a concern about your child’s SEND provision:

Speak to the class teacher or SENCo (Rabbi H Cohen) in the first instance.
If unresolved, contact the Assistant Headteacher or Headteacher.
If still unresolved, follow the school’s formal complaints procedure available on our website.

🤝 How will you help me to support my child’s learning?

You may contact your child’s subject teacher directly via email
Subject teachers and the SENCo will meet with you at parents evening to discuss your child’s needs, support and progress. They may suggest ways in which you can support your child at home
Regular updates regarding effort and progress will be sent home as per the school’s reporting policy
The school encourages liaison with Local Authority external agencies and professionals. If outside agencies have been involved, suggestions and programmes to be used at home are usually provided by them
The relevant Form Tutor can be contacted in the first instance should you have any concerns/worries about your child’s general progress
The SENDIASS team is available to give impartial advice and support should you need it. Their website address is: https://www.kids.org.uk/sendiass

🗣️ How will I be involved in discussions about planning for my child’s education?

When children have been identified as having SEND needs, the thoughts and feelings of the child and the parents/carers, together with the views of school staff and relevant professionals are considered through:
Informal discussion with staff
Teacher and child consultations
Teacher and parent consultations
Meetings with outside agencies where appropriate
The school may invite parents to a meeting to discuss their child’s progress and academic, social emotional and/or behavioural concerns
The SENDCo may invite parents to discuss the possibility of SEND at any time in the school year
KS 4 Option evenings provide pupils and parents/guardians the opportunity to discuss GCSE option preferences with the subject teachers
We invite parents to consult on school policy and practice through surveys, questionnaires, and consultation opportunities for all stakeholders

🎓 Sixth Form

Parents and pupils may be invited to meet with the Assistant Head Teacher of Key Stage 5 to discuss sixth form options and their suitability to access the courses that we offer at Yavneh
Annual parents evening provides the opportunity to have individual conversations with the subject teacher
The prospectus and course booklets which detail the entry criteria and different KS5 pathways are available on the school website https://yavnehcollege.org/sixth-form-overview/
The Sixth Form Open Evening provides an opportunity for parents and pupils to discuss their A-Level or BTEC course choices with the relevant subject teachers
In the Spring term, pupils who have applied to join the Sixth Form at Yavneh College will be invited to attend a consultation with the Head of Sixth Form to discuss their option choices further
Parents are welcome to request a meeting with the Head of Sixth Form to discuss any concerns they have regarding Sixth Form option choices
On results day (GCSE), all pupils have an opportunity to meet with senior staff to discuss any changes to courses

🎓 Post-18 Transition Planning

We support students with SEND in preparing for adulthood by:
Providing careers advice and guidance from Year 9 onwards.
Liaising with colleges, universities, and training providers.
Supporting applications for supported internships or apprenticeships.
Working with Services for Young People and other transition services.
Ensuring EHCP reviews include post-18 planning

🚌 How will my child be included in activities outside the classroom including school trips?

The individual needs of all our pupils are considered in the planning of all outside activities and trips
Provision and reasonable adjustments will be made where necessary and appropriate to ensure that activities are as inclusive as possible i.e. arranging for an additional adult to accompany a pupil, additional preparation for a child who is anxious, adjusting sporting activities to enable a pupil with a physical disability to participate
Pupils with SEND are supported during school activities such as religious celebrations, house activities and competitions and learning development days that take place within the school day
Extracurricular activities and after school provision are accessible for children with SEND

“I like going to the quiet room at lunch. It helps me feel calm and ready for lessons.” – Pupil C

♿ How accessible is the school environment?

The school ensures that it is fully accessible in terms of access to the curriculum, to the physical environment and to information for members of the community
The school is fully accessible for pupils who have wheelchairs; there are lifts which travel to each floor and doorways and corridors which allow wheelchair access
Pupils who have difficulty moving around the school may be allowed to leave classes early to avoid the busy corridors and/or be allocated lunch queue pass
There are toilets and changing facilities that support pupils with physical disabilities
We endeavour to adapt the environment for individual pupils with visual, hearing and physical requirements by using assistive technology and building modification where possible and reasonable
Yavneh College has an Accessibility Plan in place to ensure equal access to the curriculum, environment, and information. This plan is reviewed regularly and is available on the school website or upon request from the school office.

📞 Who can I contact for further information?

Rabbi H Cohen, Assistant Headteacher / SENCo hcohen@yavnehcollege.org
Mrs R Shah, Deputy SENCo rshah@yavnehcollege.org
Mrs M Howard SEND Administrator mhoward@yavnehcollege.org

🔄 How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

We recognise that transitions can be difficult for any child, and we take steps to ensure that any transition is as smooth as possible

If your child is joining us from another school:

Yavneh has a rigorous Year 6-7 transition programme which includes, open evenings, school tours and induction days
Pupils have the opportunity to meet with key personnel including their Form Tutors and Head of Year 7
The Head of Year 7 and SEND Department work together with primary schools to ensure the smooth transition of pupils into Yavneh College
Information is gathered from your child’s primary school through primary school visits and circulated to the relevant members of staff
For pupils with SEND, the SEND Department will liaise with your child’s previous setting to discuss the specific needs of your child. This may include arranging an additional visit prior to the start of the autumn term
The SENDCo may undertake a planning meeting with the SENCo and/or class teacher from the previous school where appropriate
Parents of pupils with SEND are invited to meet with the SENCo or Assistant SENDCo prior to the start of Year 7
The SENCo or Assistant SENCo will attend the annual review of pupils with an Education, Health and Care Plan once a placement has been finalised
Copies of children’s SEND records are received and key documentation is kept on a pupil’s digital file.

If your child is moving to another school/setting

We will ensure that all records pertaining to your child are passed on as soon as possible per request
We will respond to the school/SENDCo request for information about any special arrangements or support made for your child

When moving through the school/transition

Information is maintained on the school’s database system and is accessible to all staff
Teachers are informed about the SEND status of the child and the area of need via the SEND Inclusion register
Teaching and learning strategies and pupil information is made available to teachers
For pupils with significant SEND needs, planning/information meetings may take place with their new teachers
Pupils with a Hertfordshire Education Health and Care Plan have a transitional review meeting with a personal advisor from the Services for Young People team to discuss matters relating to transition into Key Stages 4 and 5
A sixth form induction day is held for all pupils prior to their return to school for information on policies, procedures and routines
During PSHCE and form time, tutors run sessions that focus on managing the transition to KS5

💰 How are the school’s resources allocated and matched to children’s special educational needs?

At Yavneh College, we are committed to ensuring that all pupils receive the support they need to access high-quality teaching and learning. The deployment of resources is guided by the principle of equity and is reviewed regularly to reflect individual needs.

We use our notional SEND budgetand Pupil Premium funding to provide targeted support and interventions for pupils with additional needs.
The SEND Inclusion Registeris reviewed and updated regularly to ensure staff are informed of pupils’ needs and can adapt teaching accordingly.
Resources may include:
- Enhanced subject teacher adaptation
- Deployment of Learning Support Assistants (LSAs)
- Specialist equipment and assistive technology
- Targeted intervention programmes
- Access to external professionals (e.g. Educational Psychologists, Speech and Language Therapists)
The level of provision is determined through consultation with pupils, parents, teaching and support staff, and external agencies where appropriate.
Where a pupil’s needs exceed the provision available through the notional budget, we may apply for top-up fundingfrom the local authority to ensure appropriate support is in place.

This approach ensures that support is flexible, responsive, and tailored to the evolving needs of our students.

⚖️ How is the decision made about how much support my child will receive?

Through consultation with parents, teaching and support staff and relevant external agencies
Additional support, provision or intervention will be allocated according to need after discussion with the relevant member of the Whole School and/or Senior Leadership Team
The level of support is constantly reviewed and allocated according to pupil need and the resources available

🌐 How can I find information on the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?

The Local offer is a requirement under the Children and Families Act (March 2014) and a key feature of the SEND Code of Practice.(2015) It refers to the information that local authorities must publish about the services and support available in their area for children and young people (aged 0-25) with SEND. It helps families understand what support is available and how to access it.

The Hertfordshire local offer can be accessed at https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx

📘 Glossary of SEND Terms

Term	Definition
SEND	Special Educational Needs and Disabilities
EHCP	Education, Health and Care Plan
QFAT	Quality First Adaptive Teaching
APDR	Assess, Plan, Do, Review cycle
LSA	Learning Support Assistant
CAMHS	Child and Adolescent Mental Health Services
SENCo	Special Educational Needs Coordinator
ISL	Integrated Services for Learning

Yavneh College Academy Trust

Yavneh College

School Contacts

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