At Marriotts School we  endeavour to deliver an inclusive provision and ensure that all students, including those identified with Special Educational Needs and Disabilities (SEND), can enjoy and benefit from a broad and balanced education

We are committed to narrowing the attainment gap between SEND and non-SEND students and offer a range of personalised learning interventions/opportunities to support this.

We want all our young people to progress so that they:

  • Achieve their best
  • Become confident individuals who can lead fulfilling lives, and
  • Make a successful transition into adulthood, whether into employment, further or higher education or training.

Our Special Educational Needs Co-ordinator (SENCo) is Mrs Lesley Tether. Please contact if you have any questions regarding the SEND provision at Marriotts or if you require any help or support. We also welcome feedback regarding our provision to enable us to develop our provision to be the best it can be.

SEND Policy. This details how Marriotts School addresses any barriers to learning and outlines the inclusion principles of the school. It is supported by the SEN Information Report, Hertfordshire’s Local Offer, and the Hertfordshire Toolkit. Please click here if you would like to view a copy of the policy.

Supporting Pupils with Medical Conditions Policy. The aim of this policy is to ensure that all children with medical conditions, in terms of both physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential. To view this policy please click here

Accessibility Plan. Marriotts aims to treat all its students fairly and with respect. This involves providing access and opportunities for all students without discrimination of any kind. Our principles and values which relate to equality and inclusion are outlined in this plan and can be viewed here.

SEND School Information Report. Outlined below is our SEND Info Report it is designed to meet the legislative requirements which are set out in schedule 1 of the SEN and Disabilities (SEND) Regulations 2014 and section 6 of the Special Educational Needs and Disability code of practice 0-25 years. The report is a working document and as changes arise, we will record these on here so that our current practice for SEN is transparent to all.

If you have a concern regarding SEND, please contact Lesley Tether, SENCO. Should you wish to raise a complaint, you are welcome to contact Ms Honnor, Headteacher, via All complaints will be dealt with in line with our Complaints Policy, which can be found on the Policy Page.

Please click on each of the links below for details on the following

How does the school know if a student needs extra help?

SEN Needs are identified by: consultation with primary schools, staff, parents and students and through monitoring student progress and achievements. The SENCo  may observe the pupil in class to help with the identification process following a referral from teachers or Year Leaders.

Students in Years 7 – 10 are given reading and spelling tests twice annually which can also help identifying students who need additional support.

Regular cross-reference is made using the Support Register, formal tests, subject tests and Year Reports to identify students who may be experiencing difficulties, either by learning needs, showing of underachievement, lack of motivation or emotional and behavioural difficulties.

If your son/daughter joins us part way through an academic year or after Year 7 it is vital that any information from their previous school is shared with us so we are best able to support your child.

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

If a child is not currently on the SEND register identification of SEND may be made in the following ways:

  • Liaison with primary school/previous school
  • Concerns raised by parent/carer
  • Concerns raised by teacher
  • Liaison with external agencies, e.g. physical health diagnosis from paediatrician
  • Students in Years 7 – 10 are given reading and spelling tests twice annually which can also help identifying students who need additional support.

The SENCo may observe the pupil in class to help with the identification process following a referral from teachers or Year Leaders.

If a student is identified as having SEND then their name can be added to the SEND register, in consultation with parent / carer. Being on the SEND register is fluid and students are monitored regularly and following a careful evaluation can be removed from the register.

Regular cross-reference is made using the Support Register, formal tests, subject tests and Year Reports to identify students who may be experiencing difficulties, either by learning needs, showing of underachievement, lack of motivation or emotional and behavioural difficulties.

If your son/daughter joins us part way through an academic year or after Year 7 it is vital that any information from their previous school is shared with us so we are best able to support your child.

How are children and young peoples views listened to?

All students on the SEND register have review meeting 3 times a year. They are asked to complete an ‘All About Me’ worksheet. They list the things they are good at, what they like, what they dislike. Also how they are best supported, what people admire about them, what they admire about themselves, what’s working well and what their aspirations are.  We add any  additional  information to a students Pen Portrait. This is a personalised plan that is produced for all students with special educational needs and informs teachers and support staff of classroom strategies that will help the student make progress. Students are able to see these plans and make changes so they are best adapted to their needs.

Throughout the year SEND students are also asked to take part in surveys and Quality Circles, representing their views on many aspects of their learning and school life in general.

Who can parents contact if they would like to speak to a member of staff?

Parents are always welcome to come into school, or phone to discuss concerns regarding the needs of their child, with a member of the SEN team, who are identified below. They can also be contacted if you think your child may have SEND needs and they are not recognised.

How will the school support my child?

SEND Governor -  Our SEND governor- Anne Lloyd, will visit school to speak to staff and school to see if any improvements can be made. Anne also looks at policy and action planning.

Headteacher -  Bethany Honnor - Is a qualified SENCo and supports the work of the SEND team within whole school planning. E.g. ensuring the department is fully resourced and staffed and that the school is entirely compliant with its SEND procedures.

SENCo - Lesley Tether - is an Assistant Head Teacher, SENCo with strategic responsibility for SEND and student support, ensuring that all students are wholly supported whilst at Marriotts

Teaching SENCo’s – Bea Tamizi and Leanne Albone are trained teaching SENCo’s who help to oversee the strategic vision of the department and that effective day to day procedures are in place. They have specific responsibility for students with EHCP’s and for Access Arrangements

SENCo team- This team includes the SENCo, the teaching SENCo’s, the Learning Support Base Leader (Lisa Powell), the INCo, (Gill Ridley), and the Transition Manager for Year 6/ 7 (Sarah Allcock-Green). They provide leadership to the whole of the SEND team and to the teaching staff, as directed by the SENCo.

Learning Support Assistants - These are available in our Learning Support Base Room to help students with their work if they have timetabled lessons in this area, they are also on hand to offer help and support as needed. Some students access this support at Break and Lunch time and in this informal setting with support nearby, this can be invaluable to many of our students with special educational needs.

Teaching Assistants (TA’s) - each year group has allocated TA’s who work with SEN students in the classroom.

Class Teacher - Provides Quality First teaching and uses the strategies outlined on a student’s Pen Portrait to support learning.

Year Leader - Each year group has a non- teaching Year Leader who is available to listen to any concerns from a student in their year group. At Marriotts we like to ensure that students feel they can talk to an adult and we see the relationship they develop with their year leader as very important.

Form Tutor - Each student meets with their form tutor each morning between 8.30-8.50. They can be used as first port of call of any issues or concerns for parents/carers/carers and students are also encouraged to let their form tutor know if they have any problems. Some students with SEND are registered in the Learning Support Base Room as this can be a more personalised form of support for some students with particular needs. This would be in consultation with the student and their parent/ carers.

How does the school plan and oversee the provision of a student?

All students with SEND are placed on our SEND register and our Provision Map. This details all the support that students with SEND receive.

All students on the SEND register have a personalised Pen Portrait, with strategies that will help them overcome barriers to their learning. There are also students who have in class support depending on their needs, as well as receiving internal or external support. This is all detailed on the Provision Map, which is reviewed regularly by the SEND team, allowing us to oversee the provision of a student.

The SENCo team is responsible for ensuring that:

  • Teachers understand a student’s needs
  • Teachers are trained in meeting those needs
  • Teachers have support in planning to meet a student’s needs
  • The quality of teaching for students with SEND, and provision across the school is efficiently managed.

Some students will need something additional to and different from what is provided for the majority of students; this is special educational provision and we will use our best endeavours to ensure that provision is made for those who need it. The SENCo team is responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:

Additional adult support in the classroom – Teaching Assistants (TAs) who support the teacher in helping the learning of whole classes; the SENCo team is also able to direct a limited amount of ‘hours’ of additional adult support in the classroom, in cases where there is evidence that students are significantly below the expectations for their age an EHCP can be applied for.

Withdrawal catch up sessions – students come out of some lessons for pre-arranged sessions either with teachers, outside agencies or TAs to work on, for example, literacy, reading etc. Nessy and IXL websites are used to support improving literacy and numeracy skills for students who are working significantly below age related expectations.  Some students with ADHD will take part in interventions to support further development of self-regulation techniques. Often these sessions take place within our Learning Support Base.

A small number of our students also have lessons at Lonsdale school, there is reciprocal agreement in place for Lonsdale school and a small number of their students access Marriotts lessons. This collaborative working arrangement ensures we can widen or provision for our students with profound needs.

How will I know how my child is doing?

We encourage any parent who has a child with SEN to contact the SENCo team, at any point, to discuss their child’s progress.

Teachers monitor a student’s attainment and achievement and provide high quality teaching and learning opportunities.

Students at Marriotts receive termly progress checks. If these show that a student is not making expected progress, teachers will review learning with the student. Contact, may be made with parents, and strategies will be suggested to help the student. Learning Support and Pastoral may be involved, depending on the need. Students on an EHCP will be involved in an annual review with parents and the SENCO.

Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents carers and discuss progress and learning. There is a member of the SENCo team available at each of these evenings.

All parents of a child with special educational needs are invited into school three times a year to discuss their child’s provision as part of this Assess Plan Do Review Cycle.  This is in addition to normal parent evenings. Parents are also welcome to come into school  at any point during the year if they have any concerns.

Additional training, advice and support will be provided to teaching staff where necessary in order to facilitate student progress and to meet student needs.

How does the school ensure that provision for each child is effective?

We conduct regular review through our Plan, Do Review Cycle and as such monitor progress, through the report cycle, teacher and student feedback and through lesson observations.

How are parents involved in reviewing progress?

All parents are invited to at least one review meeting to review their child’s needs, their provision and their progress. Also the child is asked how they feel about their support and any improvements that are suggested are discussed and actioned accordingly.

Also each term a progress report is sent home to parents, indicating child’s progress in accordance their target grade and their predicted grade.

How are students involved in reviewing their own progress?

For all students a review of progress is completed three times a year when reports are distributed. As a form time activity students are given their reports and are asked to review their progress. They are asked to consider what is going well and what they could be doing better. They give themselves targets for the forthcoming term. A student with special educational needs will also be asked to review their progress as part of the assess plan do review cycle.

Are there any opportunities for regular communication home?

A small number of students, with profound needs, have a home school book. For other students regular communication home can involve a phone call home or an email as agreed in the child’s plan. Many parents contact us as needed and we encourage this communication and always endeavour to reply in a timely manner, at least within 24 hours.

How will the schools approach to teaching and learning be matched to my child's needs?

At Marriotts School we provide a positive whole school approach towards the learning, progress and achievement of students with special a educational need or disability. We recognise that: All teachers are teachers of Special Educational Needs and Disabilities:


Every teacher is responsible and accountable for the progress and development of all students in their class including those students who access support from teaching assistants or specialist staff (0-25 SEND Code of Practice, 2015).


At Marriotts this is achieved through Quality First Teaching (QFT) which means high quality inclusive teaching together with our continuous whole school processes for assessing, planning, implementing, tracking, monitoring and reviewing your child’s progress. This means:


That the teacher has the highest possible expectations for your child and all students in their class.

That all teaching is based on building on what your child already knows, can do and can understand.

Different ways of teaching are in place to enable your child to be fully involved in their learning.

Specific strategies (which may be suggested by the SENCo team or external staff) are in place to support your child’s learning.

There is an on- going assessment within the day-to- day framework of the classroom of your child’s progress, to identify any gaps or gaps in their understanding/ learning.

At Marriotts we believe that lessons should be inclusive, and use many of the techniques found in Hertfordshire’s recommended Inclusive teaching checklist for SEND. At Marriotts this involves the use of class charts to determine seating plans that are carefully considered. We also place a strong emphasis on classroom routines, that are displayed and consistently implemented. These include a through the door activity to ensure all are instantly focussed on learning, and a five a day activity to aid memory retention.

Behaviour management techniques in the classroom are also consistent, such as the use of a countdown to silence a class, a noise metre that is referred to during paired or group work, and a variety of de-escalation techniques to ensure a positive learning atmosphere.

There is also a very clear lesson objective at the start of each lesson, key vocabulary is clarified, and understanding is checked throughout the lesson. A hands up or hands down approach ensures that we encourage all to be actively listening and engaged in the lesson. Also each lesson has an Everybody Reads and/or an Everybody writes element to the lesson. In the latter students are set a task usually for 10 minutes using what they have learnt in the lesson to work in silence, encouraging understanding and focus.

How are lessons differentiated?

Various techniques are used throughout a lesson to ensure students with special educational needs are catered for. These include the use of a notebook/ mini whiteboards for those students who cannot hold information in their head. Writing frames and sentence starters can be invaluable to students to help scaffold their learning. We also place a lot of emphasis when planning lessons to ensure that they are sequenced and gradually build understanding, and include repetition and reinforcement of the key points. We don’t overload the student with too much information and our questioning techniques are designed to challenge students of all abilities. This can involve targeting questioning or allowing extra time for students with processing problems. All of the time we are building confidence in a young person’s understanding and their learning journey.

How does the school adapt the curriculum and the learning environment for students with special educational needs?

Subject teachers are responsible for planning lessons that are accessible to and differentiated for every student. Students are entitled to participate in all areas of the curriculum and it is the subject teacher’s role to differentiate resources and activities, to ensure the student can access the learning. Quality First Teaching is our first step in responding to pupils who have SEND. At Marriotts we believe that in order for personal excellence to be achieved, each student has to be viewed as an individual. Teaching Assistants will be able to differentiate to the more personal levels to ensure that all students are able to learn in a supportive and inclusive environment. 

Other ways in which we provide an inclusive curriculum and learning environment are:

Ensuring staff have opportunities for relevant continued professional development relating to SEND

All teachers are provided with information, through regular information emails and hints and tips sheets, on the needs of individual students so that they can plan differentiated learning within our curriculum to ensure that all students are able to make progress and that the teaching is matched to meet the needs of every child.

We make reasonable adjustments within the school setting to meet the needs of students in line with the Equality Act 2010. If, for example, a child has Speech Language and Communication Needs teachers will use simplified language and non-verbal cues such as visual prompts. If a child has ASD (Autistic Spectrum Disorder) then teachers will use simplified language and visual prompts to enable the child to access the learning.

Adapting our resources and staffing. We have license to use Twinkl to differentiate learning, our TAs are experienced in providing support to teachers and students. They are able to support small groups with scribing and reading as well as taking small groups of students out to conduct pre-teaching.

At Marriotts we use recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc. Every SEND student is provided with a Pen Portrait that states all the teaching strategies needed for them.

Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, and using writing frames etc.

Providing structure and consistency with our standardized lesson PowerPoints template that provide students the feeling of structure.

Our science laboratories have adjustable workstations for disabled and wheelchair bound students.

Responding to outside agency advice and providing specialised resources where required when possible.

Access to areas of the upper floor is available via a lift. Lift passes are given to students who require this access.

The site has 2 disabled toilets per floor

Learning Base/safe space is available for our most vulnerable students during break and lunch if they wish to socialise away from the crowds.

Homework Club is available to all students, where students can seek help from a member of the teaching assistant team. Parents/carers can speak to their child’s tutor for more information about Homework Club.

How does the school follow a graduated approach exemplifying the 'Assess, Plan, Do Review' cycle?

At Marriotts subject teachers address the needs of students through a cycle of Assess, Plan, Do, Review, as outlined in the SEN Code of Practice 2014. This means they understand students’ diverse needs, plan appropriate curriculum lessons, teach in a way that enables differentiation according to the needs of the student and constantly review students’ learning to ensure progress.

Students’ needs may also be addressed through the use of assistive technology, specialist support, adapted materials, group work delivered under the direction of the subject teacher or self-regulation techniques. Some students are offered interventions by the Learning Support Department during registration sessions, for example reading support, mentoring and dyslexia support.

Learning Support and Pastoral Support may be involved, depending on the need. Students on an EHCP will be involved in an annual review with parents/carers and the SENCo.

Each year group has at least one parents/carers’ evening each year, when all subject teachers are available to meet with parents/carers/carers and discuss progress and learning. There is a member of the SENCo team available at each of these evenings.

Additional training, advice and support will be provided to teaching staff where necessary in order to facilitate student progress and to meet student needs.

What is the name and contact details of the schools Mental Health Lead Practitioner?

Lesley Tether - Assistant Headteacher for Student Support, SEND and Safeguarding is the school’s Mental Health Lead:

How does the school support a childs' emotional and social development, including access to specialist support, mental health and therapy services?

The school has a Mental Health Lead:


Lesley Tether -  Assistant Headteacher for Student Support, SEND and Safeguarding is the school’s Mental Health Lead:

The school provides high-quality pastoral support and has a first rate pastoral programme, which helps support the child both socially and emotionally. This includes dealing in a timely manner with any issues that the child has concerns about.

Form tutors can play an active role in this, and Marriotts has experienced non-teaching Year Leaders on hand on a day to day basis to avoid any situation escalating and to ensure support is available.

There are a number of senior staff on hand to help with any safeguarding issues, and we have a dedicated Counselling Department who regularly see students in one to one sessions or group sessions. If a student is presenting with high concern then a crisis counselling session is arranged as soon as possible, where a risk assessment is undertaken. The counselling department works very closely with our safeguarding team to ensure that students of concern are prioritised as best as possible. The school works very closely with CAMHS often meeting with therapists of students to ensure that the young person is fully supported. In addition, the school employs a family support worker who provides help and support to some of our most vulnerable families and works closely with other support workers such as social workers.

Outreach support is available to a number of students who may be presenting with behavioural issues but typically are dealing with a number of non- school related issues. Often they have a diagnosis of Social Emotional and Mental Health Needs (SEMH).

In addition, the school has widened its support network to work with other organisations such as Herts Young Homeless, YC Herts, One Chance CIC to name but a few.

Marriotts Life Skills lessons include a well -being unit which covers mental and physical health, and lessons focussing on safety and wellbeing.


What support is there for behaviour, including preventative strategies and supportive interventions in order to avoid exclusions and increase attendance?

The school’s behaviour systems are robust, clearly understood and relentlessly adhered to by all; the Marriotts Way provides students with a well- ordered environment; important to all students but particularly those with SEND.  We are also aware that there is a need for flexibility when students are presenting with difficulties and reasonable adjustments and effective support mechanisms are the cornerstones to effective behaviour management. Having highly trained staff, who understand the challenges of our student body, who are skilled in de-escalation techniques and who see relationships as a key to a positive classroom and school culture is crucial. The harmonious and inclusive culture of the school means that we have few bullying incidents, and when they arise they are dealt with swiftly; we also have below average exclusion rates.

All students benefit from this positive and therapeutic approach to behaviour management and our SEND students particularly benefit from the following:

  • Consistent, calm adult behaviour, avoiding the emotional response to behaviours.
  • Well established classroom routines, provides consistency and certainty.
  • First attention to best conduct: Rewards and verbal recognition- for many students with social, emotional, mental health issues this can involve catching students getting it right.
  • Establishing and enforcing rules-using scripting which is easily understood and helps diffuse situations: Structuring interventions without confrontation.
  • Restorative follow up.

Many of our pastoral staff are Steps trained which allows a better understanding of individual behaviour, encompassing key strategies. The use of anxiety mapping and risk assessment tools has allowed in depth intervention with a number of students and a number of students with SEND have benefitted from this approach

We have a team of Peer Mentors who can support students’ social and emotional wellbeing. The areas of emotional difficulties that provide for are:

  • Friendships and relationships support and self-organisation.

tudents who struggle with social situations are provided with a choice of quiet spaces to go during lunchtimes and break times, such as the Inclusion lunch table and Inclusion room, where they are supported by TAs to manage unstructured social time. A number of our autistic students are members of our MAG Group  (Marriotts Autism support Group).



What arrangements are in place to prevent and respond to bullying?

At Marriotts there is a strong emphasis on being inclusive and being kind. Bullying is not tolerated and when instances are reported they are responded to immediately. This can involve speaking to a number of students to establish exactly what has occurred. If bullying has occurred this is recorded on the school Bullying register. Currently the school is reviewing its bullying policy. This term the whole school will undertake a full student survey to establish if any issues exist. We then intend to look carefully at the results and plan assemblies and Marriotts Life Skills lessons accordingly. The student council will also be involved in this process and we are looking at how we can allow alerts regarding potential bullying incidents to be made via the schools intranet.

Great emphasis is placed in Life Skills lessons on positive relationships and diversity; British Values such as tolerance for others and mutual respect are underlining themes in many lessons.

We also place great value in creating a culture within school that is calm and supportive both within the classroom setting but also at social times such as break and lunch. The students know and respect the Marriotts Way and recognise that it is consistently applied

The school works closely with outside organisations such as Humanutopia which is a social enterprise group that has been supporting the school for many years with its work on positive relationships and anti-bullying.

How does the school support children and young people with medical conditions, including the administration of medicines and the provision of personal care?

This is outlined in our Supporting Students with Medical Conditions Policy

Every student who has a medical condition has an Individual Health and Care Plan that is reviewed. Staff are aware of who has medical condition and have received the relevant training, which we look to constantly update.

Students who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.

What expertise does the SEND team have?

The SEND team is overseen and led by Lesley Tether, an AHT teacher and Lead SENCo with responsibility for SEND, Student Support and Pastoral Care. She is also the Designated Safeguarding Lead, the Designated Teacher for Looked After Children, and our Mental Health Lead. This enables her to co-ordinate teams of staff across the school to ensure 360 degrees of pastoral support for our students and their families. She has over twenty years’ experience of pastoral care and has been a Senior leader for seven of these.

Our SEND governor - Anne Lloyd, has considerable expertise with SEND and is a very supportive in her role, often in school to act as a critical friend and to lead quality circles.

The school has two trained teaching  SENCos- Leanne Albone and Bea Tamizi

Bea Tamizi - qualified as a Senior SENCO in 2016. Bea also obtained MA in Educational leadership (including NASENCo). She oversees provision for students with Educational Health and Care Plans including new applications and annual reviews. She also acts as an Autism Lead for the school ensuring that staff are well trained and informed. As one of her roles she implements and updates the Autism strategy and keeps up to date with the schools polices. She coordinates and delivers targeted intervention for some of the SEND students. Bea also provide professional guidance to colleagues and work with staff, parents/carers, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching.

Leanne Albone - has been SENCo since 2016.  She has a MA in Educational Leadership (including NASENCo).  She oversees and supports students with ADHD or Dyslexia, enabling them to successfully access the curriculum.  She also oversees the Asess.Plan,Do Reviews and ensures Pen Portraits are updated accordingly.  She supports with testing for dyslexia traits and uses results to inform teaching strategies.  She also undertakes EHCP applications and annual reviews. She is currently training to be an Assessor for access arrangements.

We have a SENCo team who include:

Sarah Allcock Green -   has specific responsibility within the team for students with 1:1 Support, and for year 6/7 transition. She has, for a number of years worked with a range of young people with SEND including those with Down Syndrome and other complex needs. Sarah has attended number of courses, including those on: Attention Deficit Hyperactivity Disorder (ADHD) , Autistic Spectrum Condition (ASC), Learning Difficulties, Speech & Language, Behaviour Management, and Social and Emotional Needs. She has been a School Governor for 12 years, one of her responsibilities in this role is Inclusion.

Gill Ridley - is a qualified HLTA and is part of our Access Team, she helps to test SEND students for Exams Access. As part of her access role Gill is responsible for rooming and implementing both real and mock GCSE, BTEC and A Level exams. Gill also line manages a number of our classroom Teaching Assistants.

Lisa Powell - has been running our Learning Support Base for 7 years since our move to the new building. Lisa is a qualified HLTA with an extensive knowledge of the English Curriculum. Lisa teaches Literacy interventions and SOUND training along with the other subjects students study in the base.

A total of 11 additional teaching assistants make up our team, some with specialist knowledge of ASD or ADHD or with lead role in one of the core subjects

SEND training is an on-going rolling programme of professional development for our staff, throughout the school year.

All staff at the school engage in staff training on ‘Quality First Teaching’

The SENCo provide regular CPD to other staff in school in specific aspects of meeting the needs of students with SEND.

The progress of all students, including those with SEND, is a core aspect of the appraisal process and appraisal targets will look at how to develop staff skills in meeting individual student needs.

Teaching assistants are engaged in ongoing training. E.g. phonics training

External trainers are brought in periodically to address more specialist training needs such as dealing with specific medical conditions (e.g. epilepsy) or to train staff in the use of specific interventions.

Peer support and guidance is available for all staff in school and some of the best training development occurs through professional dialogue with colleagues looking at meeting the specific needs of a student.

All staff are trained each year on the needs of new students joining the school – this can include training from specialist agencies or consultants, as well as from the SENCo team  or other staff with expertise.

Sometimes we need to speak with other professionals such as Speech Therapists, Educational Psychologists, Occupational Therapists, Social Services and Paediatricians to provide the level of support your child needs. In such cases, we can help complete the referral paperwork and liaise with those professionals directly so that we can achieve the best possible outcome for your child

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

Staff at Marriotts have a wealth of expertise in catering for the varying

needs of individual children. If further advice and support is needed the school, in collaboration with parents/carers and children, may decide to refer to one or more of the following agencies.

Services within Marriotts

  • Learning Support / Homework Club
  • Peer Mentors
  • School Counsellors
  • YC Herts Careers Advisors
  • ELSA

Services accessed by Marriotts

  • Educational Psychologist
  • Speech and Language Therapist
  • Education Support Centre
  • Autism Advisory Services
  • Medical Services: School Nurse, Paediatrician, Physiotherapist,
  • Occupational Therapist
  • CAMHS –Child and Adolescent Mental Health Service
  • Intensive Families First Support
  • ADD-Vance
  • Carers in Herts –Young Carers
  • ESMA

Our careers provision has been noted as being outstanding, we fully support students with special educational needs and often prioritise their Careers Provision, for example during Work Experience placements or giving careers advice.

What arrangements for triggering additional support are in place?

At Marriotts we have an Intervention team that meets once a week, and regularly communicates between meetings, to ensure support is in place for students and families in need. The team consists of representatives from SEN, attendance, behaviour and safeguarding. In this meeting we discuss students who are experiencing issues and the support we can put in place, pulling from the above services. When needed we will complete a Hertfordshire Service Request form.

Who can parents contact for extra support?

We recommend SENDIASS - Special Educational Needs and Disabilities Information, Advice and Support Service- for any parents/carers  who require impartial and confidential support  of children, and young people up to the age of 25, with special educational needs and disabilities (SEND). Please go to their web page for further information

The following government publication is a useful guide to parents/carers and carers

We would recommend the DSPL service– Delivering Specialist Provision Locally. This is a Hertfordshire-wide partnership approach where parents/carers and staff in early years settings and schools, further education colleges, local authority officers and representatives from other agencies, work together as part of an Area Group, to ensure that there is a range of provision and support services available in their local community.

This website provides information regarding provision for Stevenage and is regularly updated.

As a school we receive regular updates from this team and place this in our newsletter to parents/carers as required.

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

There are regular Parents/carers’ Consultation Evenings throughout the school year. These are available by appointment. Subject staff will contact parents/carers if there is anything that can be done at home to support the students with their learning. Progress will be reviewed by subject teachers and is also reviewed with the student and parents/carers through APDRs and Annual Reviews.  

Some web-based interventions are offered and parents/carers are notified if these can be continued at home. Parents/carers/ carers are able to request a meeting with a member of the SENCO team at any time.

Often students with SEND will find homework difficult. It is important that they are given support and encouragement at home. This can include an appropriate working area away from noise and distractions or set time to do homework that is adhered to as best as possible. The school uses application software called Show My Homework which is accessible to parents/carers so it is possible to know what homework is set and when it is due in. The school has also made accessible Knowledge Booklets which summarise the topics a student has been taught- these are useful for recall and to support those with memory barriers.

If homework is causing a problem please do not hesitate to contact a member of the SENCo team who would be happy to help. A homework club also operates each day, Monday- Thursday – 3-4. A member of staff is on hand to offer help and support.

How does the school enable constructive partnership working with families?

This is an area that we would like to develop further. We would like to invite parents/carers to join a SEND Forum Group so we are able to work closer with our parents/carers. We will be sending out more details very soon and encourage any parent to make contact with Lesley Tether, Assistant Head Teacher for SEND:

We value the positive role and contribution parents/carers/ make. We make every effort to work in full co-operation with parents/carers, recognising and respecting their roles and responsibilities. Parents/carers are encouraged to work with the school and other professionals to ensure that their child’s needs are identified properly and met as early as possible.

In order that they play an active part in their child’s development, the school endeavours to provide parents/carers with the relevant information so they can reinforce learning in the home.

Parents/carers of a child with SEND support will have the opportunity to meet with the SEND team at least once a year formally.

We offer an open door policy where parents/carers/carers are welcome any time to make an appointment to meet with a member of the SENCo team. Parents/carers/carers can contact staff members directly by email or through the school office:, or  01438 726999


Planned arrangements for communicating between school and home include:

Each year group has at least one parents evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning.

Each year group has a report programme, which includes three data reports   (this shows current levels of attainment and approach to learning). These are sent home to parents/carers and provide a basis for discussion about progress in different subject areas.

How do we enable children and young people with SEND to access all of the activities of the school?

All activities, including trips and clubs, are inclusive. A representative group of students forms the school council. Their views are most important and they take a full part in school life. Students with SEND needs are always represented in student groups.

With regards to school trips we will provide the necessary support to ensure that these are accessible and successful for all.  No pupil is ever excluded from taking part in these activities because of SEN or Disability; if difficulties present themselves we speak to parents/carers and the child to see how these can be overcome.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. This may include specialist advice from Advisory Teachers, where relevant. In the unlikely event that it is considered unsafe for a student to take part in an activity, the school endeavours to seek alternative activities which will cover the same curriculum areas where possible

How do we involve families in planning activities and trips?

We have a dedicated trips co-ordinator who will often contact parents/carers or carers of a child if we can for see any problems with the accessing trip. As a school we will make every reasonable adjustment possible to enable them to access a trip. We also have parent meetings to launch a trip and before a trip departs if it is a residential trip. Parents are then welcome to speak to the staff running the trip to voice any concerns or to give advice that may enable a better experience for all.

How accessible is the school environment?

Being a new build school we are very fortunate in that the school was built with children with disabilities in mind. You will find our provision outlined in our Accessibility Plan on our website.

At Marriotts a Personal Emergency Evacuation Plan (PEEP) are plans designed to aid students’ with reduced mobility, to evacuate to a point of safety, either within or outside the building.  In the event of an evacuation they give clear instructions to both the student and staff, ensuring their protection and well-being.

Who can I contact for further information?

The following team is available to contact for further information

Lesley Tether -  AHT - SEND Lead Teacher & Student Support-

Bea Tamizi -  SENCo -

Leanne Albone -  SENCo -

Sarah Alcock-Green - SENCO Assistant -

Gill Ridley - INCo- Access Arrangements -

Lisa Powell - Learning Support Base Room Leader -

Who can parents talk to if they are unhappy? How does the school handle complaints?

If you are initially unhappy about your child’s SEND provision please contact a member of the team above who would be happy to assist. We often encourage parents/carers in for a meeting to see what adjustments we can make so that your child feels fully supported and is making progress in school.

If you remain unhappy and would like to formalise a complaint, in the first instance, complaints about the provision or organisation of SEND are dealt with through the procedures outlined in the school’s Complaints Policy.

If there continues to be disagreement with regard to SEND provision, complaints should be made to the Local Authority.

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

Key Stage 2-3

A careful transition programme is planned and delivered. The SENCo Team and the Head of Year 7 work closely with primary schools to organise activities, visits and experience of secondary life for those students who are especially vulnerable at transition.

All students in Year 6 who have accepted a place at Marriotts for Year 7 are invited to transition day in July. The day provides a taste of secondary school life, involve experience of lessons, information about how the school runs and provide an opportunity for students to meet their new classmates. SEND students are invited to an additional session at the school during the Summer Term, as determined by the students’ needs.

Parents/carers/carers are invited to a ‘Tranistion Evening’, to meet key members of the pastoral team and to receive information about the organisation of the school.

The SENCo and Head of Year 7 visit the main feeder primary schools to meet students, gather information from Year 6 teachers and support staff and to offer informal ‘question and answer’ sessions for students.

Marriotts teachers are provided with information about all new students’ needs, strengths and background at the beginning of Year 7.

On the first day of the new school year in September Year 7 students have an induction day. On this day, students learn routines and procedures.

Every student’s school file is passed on to the Head of Year, (or, in the case of students with SEND, the SENCo at the start of Year 7).

The school arranges regular transition groups and visits for vulnerable year 6 students to get to know the school site, meet staff with whom they will work and learn about how the school is organised. These are designed each year to meet the students’ needs, but typically involve individual tours.

Each year, a number of Year 7 students arrive at Marriotts who are below national expectations for secondary school. For these students, additional literacy and numeracy is provided.

Key Stage 4

For KS4, students choose from a range of GCSEs, which help to prepare them for the next steps in their education, be that college, apprenticeships or work. Students and parents/carers/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.

Students in Year 11 are offered 1-1 careers advice to help them plan possible routes for training or education.

KS5 (year 12 to year 13)

The school arranges visits to open days and further education fairs for all students. Support with finding and applying for apprenticeships is also available.

Students are encouraged to consider attending University in the future and the school works with higher education establishments to provide experiences for students to inspire the ambition to pursue this route.

Students with an EHCP who are moving on to further education are supported by the county’s Youth Support Services. A youth support worker will attend all Annual Reviews from Year 9 onwards to help plan and organise support for the move to college or vocational training.

All information relating to a student’s exam concessions and required differentiation is passed on to college or training provider during the summer term of Year 11, when college places have been confirmed.

How does the school support students preparing for adulthood?

Educational Health Care Plan (EHCP) students’ Year 9 and 11 and all Children Looked After are supported by Youth Connexions to create a plan to support Transition to Post 16 Education.

We work closely with the careers service and FE colleges such as North Herts College to ensure students’ needs are met when they start college courses, post 16. The Sixth Form team work closely with students prior to transfer to university and the SENCO will provide information and support to the disability support team at chosen universities if needed.

Senior Leadership Team and Head of Years offer mentoring for students at points of transition through the Year 9 options evening and into Sixth Form evening

Joining mid-year

A student ‘buddy’ is chosen to support the new student for the first few days of being at Marriotts. The buddy takes the new student to lessons, introduces them to other students, answers questions and informs staff how well the new student is settling in to school.

Contact is always made with the previous school to ensure the transfer of information and the child’s school file.

Moving to another school

Our Schools Transition Manager will be in contact with a child’s new school and ensure the relevant information is transferred, on occasions a meeting is needed to aid the transition process.

How are the schools resources allocated and matched to childrens special educational needs?

Resources are allocated to support children with identified needs. This support may take the form of differentiated work in class, support from a Teaching Assistant (TA) in focused intervention in groups, or for individuals. Specialist equipment, books or other resources that may help the student are purchased as required.

Funding for SEND is mainly delegated to our budget. It is expected that we provide support to our students with SEND from our SEND budget. Where a student requires an exceptionally high level of support that incurs a greater expense, we can make a request for High Needs Funding (HNF). To access this, Marriotts school will demonstrate how we have spent the funding to date and the impact of this as well as demonstrating why further additional funding is required and how it would be used. This additional ‘top-up’ funding is then paid by the local authorities into the school’s budget. As of Easter this year students with EHCP’s will have additional funding attached to their needs, the amount depends on their banding.

How are decisions made about the range of support my child will receive?

The school uses a provision map to identify need and support. This is constantly reviewed as student needs can be are fluent. We also aim to give students the support they need to become resilient, independent learners to allow them to move onto the next steps as independent young people or adults.

Sometimes we need to speak with other professionals such as Speech Therapists, Educational Psychologists, Occupational Therapists, Social Services and Paediatricians because we cannot provide the level of support your child needs without additional expert support.

In such cases, we can help complete the referral paperwork and liaise with those professionals directly so that we can achieve the best possible outcome for your child.

How are young people involved in the planning process?

We hold the views of students in high regard and recognise the importance of gaining student views in promoting the best student outcomes. Students are able to share their views in a number of different ways (appropriate to age and ability).

  • Talk to Form Tutor
  • Year councils
  • Whole-school council
  • Student questionnaire
  • Annual Reviews
  • Assess Plan Do Reviews

Student views are welcome at any time but are specifically sought as part of their annual review, and at the end of a targeted intervention. We ask all students to contribute to their Pen Portrait. Their views  can determine how we allocate resources.

Where can I find out about the local authority’s local offer of services and provision for children and young people with SEND?

Details of the local offer and where it can be accessed at: 


This website provides valuable information about support, services and activities available for children and young people with special educational needs and disabilities (SEND) and their families

What other policies does this SEN report link to?

  • SEND Policy
  • Accessibility Plan
  • Anti- bullying Policy
  • Behaviour Policy
  • Careers Policy
  • Complaints Policy
  • Supporting students with medical conditions
  •  [MLT1]Hyperlink this and each Q to the red text

What arrangements does the school have in place for listening and responding to children and young people’s views?

We have an active school council and student voice. The student council meet regularly and seek views from the school body as a whole. They then feedback to students via a process of ‘You Said, We Did’.

Student Voice has a strong structure created by differing between formal and informal questions on a half-termly basis.  The three formal questions will be repeated termly and are revolved around:

  • ATL & behaviour
  • Safety & bullying
  • Extra-curricular opportunities

This cycle was underway and students were reflecting and feeding back on what had gone well and next steps for each point.  This information is then summarised and appropriate improvements made, where necessary.  Once finalised, all information is shared with staff, pupils, parents/carers and governors.

Students with SEND are represented on the School Council and in Quality Circles.



Page Downloads Date  
SEND Policy May 2020 03rd Jun 2020 Download
Supporting Pupils with Medical Conditions Policy 2019 2020 03rd Jun 2020 Download
SEN Information Report 2019 20 Marriotts 27.08.20 28th Aug 2020 Download