What support will there be for my child’s overall well-being?

Bovingdon Primary Academy welcomes and includes all families and places great importance on the well-being of its children.

The wellbeing of all pupils is promoted through the school’s PHSE curriculum, assembly programme and through provision in the curriculum for Spiritual, Moral, Social and Cultural development. Pupils are reminded regularly that there is always someone they can talk to if they have a problem and encouraged to identify who that person is.

In addition, the school’s Behaviour Policy, House point system and Certificates of Excellence ensure that pupil successes are celebrated regularly but clear sanctions are in place if needed to ensure that everyone feels safe and happy at school.

Pupil voice is integral to decision making within the school and in addition encourages children to take responsibility and helps to develop young leaders.  There is a School Council, Eco Army, Playground Squad, Learning Council, as well as Sports Ambassadors and Health Activity Leaders. In addition, pupils in years 5 and 6 hold positions of responsibility i.e. House Captains and Pupil Advocates.  All children, including those with SEND, are encouraged and supported to take on roles of responsibility throughout the school.

Some pupils take part in Social Skills Groups or may be referred to the Dacorum Education Support Centre (DESC) for further support.  The school also refers pupils and families to the Kings Langley Partnership extended provision, through which the school has the services of a counsellor for half a day a week.  Referrals for these interventions are made by teaching or support staff.  The SENCo/Head of School and Inclusion Manager prioritise and assign this support.

Parenting courses run by the Children’s Centre and Dacorum are advertised on the school app and parents may be actively signposted to these for additional support.

The Code of Practice notes that when identifying a Special Educational Need (SEN), not only will attainment be assessed but also a child’s social and emotional skills will be taken into account. In addition, consideration should be made as to whether a child may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.

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