D.S.P.L (Developing Special Provision Locally) website: https://www.hertfordshire.gov.uk/microsites/local-offer/the-hertfordshire-local-offer.aspx

Guidelines on the SEN complaints procedure against a school: https://www.gov.uk/complain-about-school/sen-complaints

All Hertfordshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

The report complies with Section 69(2) of the Children and Families Act 2014 Regulation 51 & schedule 1 of the Special Educational Needs and Disability Regulations 2014.

All schools are supported to be as inclusive as possible, with the needs of pupils with (SEND) being met in a mainstream setting wherever possible.

Aycliffe Drive Primary School is a fully inclusive mainstream school and our aim is to

• raise the achievement of all children, including those with a learning difficulty, disability, disadvantage or special educational needs;
• recognise and assess additional needs, putting appropriate and timely intervention in place to ensure that everything is done to remove barriers to learning at the earliest opportunity;
• personalise provision to enable all children to achieve their full potential;
• involve parents and carers in the decisions affecting their child’s education;
• seek children’s views at all stages of their education.

In order to achieve these aims we will ensure that:

• all adults have the highest aspirations for every child;
• provision is responsive and well matched to children’s needs;
• extended services provision makes a difference to outcomes for children and their families;
• pupils’ views are used to inform school improvement planning;
• every child is able to access all areas of school life.

Full details of our SEND at Aycliffe Drive can be viewed at:

SEND Information Report 24

Friends of Aycliffe Drive works to raise funds for the school through a range of events and fundraisers across the school year. We are extremely grateful to the generosity of families, friends and the community in supporting these event’s which allow funding for additional activities that enhance and enrich the school experience and education of the children.

If you would like more information, or would like to join or support the PTA, please contact us through the school office.

Meeting will be held in the new year – date to be confirmed.

There are currently no minutes for this academic year.

Within this section of the website you will find Key Information relating to Aycliffe Drive Primary School, including items such as the Admissions information, Statutory Documents, Policies and Subject Curriculum.

Please select a menu option for further details on the required topic.

Many of these documents are also available in paper form, you can request a copy or request further information by contacting the school office.

The document below provides details of our current Governors at Aycliffe Drive and their role within the school governors.

Meet the Governors

The Governing Body act just like a ‘board of directors’, the Governing Body maintains responsibility for the management, strategic planning and welfare of the whole school. The Headteacher of the school is responsible for day-to-day management of the school.

The role of the Governing Body is to:

• Provide strategic management
• Act as a “critical friend”,

The Governing Body supports the work of the Headteacher and other members of the school team. Aycliffe Drive Primary school has a delegated budget to cover salaries, running costs, maintenance and equipment; the Governing Body is responsible for managing this budget. They can decide how many and what types of staff to employ, which equipment to upgrade or replace and what the priorities are for implementing new strategies and initiatives.

Governors must appoint the Headteacher, and may be involved in the appointment of other staff. Governors also have a role in monitoring the school’s progress and in setting annual targets for the school’s performance and for the Headteacher (and ensuring that the Headteacher sets targets for other staff).

Governors must review school exclusions in certain circumstances and have the power to reinstate an excluded pupil or reduce the term of the exclusion (although not to increase it). The Governing Body monitor and evaluate the work of the school through a programme of visits. The whole Governing Body meets 6 times a year as well as the working committees, meeting up to discuss specific areas which they are responsible for.

A school governor can be a parent, member of staff, community representative e.g. local business people, Local Education Authority appointed representative. Each governor brings to the role their own interests, personal strengths and diverse experiences.

Parent Governors ensure that the viewpoint of parents is represented on the Governing Body, however they must not be thought of as direct representatives of the parents. They speak and act as individuals within the clearly defined roles and responsibilities of any school governor.

Local Authority Governors (previously known as LEA Governors): nominated by the Local Authority.

The governing body benefits from the representation of the staff of the school. It provides a different professional ‘voice’ from the Headteacher’s. Staff governors are not staff delegates, however, and do not have to express any views other than their own.

They are appointed as a governor by the governing body and who, in the opinion of the governing body, have the skills required to contribute to the effective governance and success of the school.

View the Ofsted report: Aycliffe Drive Primary School Ofsted Report

If you would like to compare Aycliffe Drive Primary School against other schools in the area, please follow this link: https://www.gov.uk/school-performance-tables

At Aycliffe Drive Primary School, we are committed to ensuring equality of opportunity for all members of our school community irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background.

We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life.

We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement.

• Ensuring equality of access for all pupils and preparing them for life in a diverse society
• Using materials that reflect the diversity of the school, population and local community without stereotyping
• Promoting attitudes and values that challenge any discriminatory behaviour or prejudice
• Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures
• Seeking to involve all parents in supporting their child’s education
• Utilising teaching approaches appropriate for the whole school population which are inclusive and reflective of our pupils.

Our admissions arrangements are fair and transparent and do not discriminate on the grounds of race, gender, religion, belief, disability and/or socio-economic background.

All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law.

At Aycliffe Drive Primary School, the children are given opportunities to recognise, respect and celebrate different cultures and languages. From Key Stage 2(years 3 – 6), the children start to learn French. As a school we are introducing The CAM Academy Trust French Scheme of Work from January 2024. We have recognised the need to have a strong basis to teach three strands of essentials knowledge: Phonics, Vocabulary & Grammar which will enable our pupils to develop linguistic and communicative competence, extend their knowledge of how language works ad explore similarities and differences between French, any heritage languages our children have, and English.

Our Key Stage 2 children will have a weekly lesson of 30 minutes which will be followed up with daily 5-10 minute structured learning tasks that practise retrieval, improve retention and embed learning in long-term memory.

As we are transitioning to a new scheme, we will be introducing this at the same starting place across Key Stage 2 in order to avoid creating gaps in the pupils’ learning experience. Once we have established the scheme we will introduce year 3 pupils at the start of the programme and they will work through the whole Scheme of Work. The CAM Academy Trust French Scheme of Work has a strong emphasis on revise and repeat so that pupils’ skill level and confidence will prepare them for their Key Stage 3 experience of learning a MFL.

The CAM Academy Trust Planning

Language Progression