This document outlines the SEND Information School Report and Hadrian Primary School Special Educational Needs and Disability (SEND) Policy 2020
Review date: September 2021
SEND information Report 2020
At Hadrian Primary School we strive to support all children to enable them to achieve at school. In order to do this, many steps are taken to support them through their learning journey. For some children there are occasions when further additional support may be needed to help them to make the best possible progress in school.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
What is the Local Offer?
The LA Local Offer
The School SEND Information Report
This utilizes the LA Local Offer to meet the needs of SEND pupils as determined by school policy, and the provision that the school is able to meet.
If your child has Special Educational Needs, what can Hadrian Primary School offer you?
We embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs.
Below are some questions you may have about SEND provision at Hadrian primary School. Please scroll down towards the end of the document for a Glossary of Terms and Abbreviations.
Who are the best people in school to talk to about my child’s difficulties/Special Educational Needs or Disability (SEND)?
The class teacher
The SENCo/Inclusion Manager: Mrs A McStea
i) Involved in supporting your child’s learning
ii) Kept informed about the support your child is getting on
iii) Involved in reviewing how they are doing.
Mrs McStea is also the Looked-After Children’s Designated Teacher, Early Help Lead Professional, Gifted and Talented Co-ordinator and is jointly responsible for the monitoring of Child Protection and Safeguarding with the Head Teacher. Mrs McStea also contributes to support pupils and their families with attendance, medical, emotional and social concerns. She is also a member of the school’s Senior Management Team. She also holds the National Award for Special Educational Needs Coordination.
The Head teacher: Mr S Brown
The SEN Governor: Mr Jack Brown
Mr Brown meets termly with Mrs McStea to discuss provision developments and how best to improve the service. This information is fed back to School Governors.
Teaching Assistants: Mrs Noble
Mrs Noble is the SEND Teaching Assistant; she delivers short intervention sessions over three hours throughout the week. She also delivers Making Maths Magic; a 6-week programme for Year 1 pupils, Maths Catch Up Monday - Wednesday for a number of pupils. She is also a trained group Theraplay Therapist.
The school has been awarded the Inclusion Quality Mark since 2012.
School contact telephone number: 0191 4554514
How does Hadrian Primary School know if children need extra help?
We know when pupils need help if:
How will I know how Hadrian Primary School will support my child?
How will the curriculum be matched to my child’s needs?
For your child this would mean
Specific group work
Intervention which may be:
This means a pupil has been identified by the SENCo/Inclusion Manager/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from
or Sensory Service (for students with a hearing or visual need).
What could happen:
Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).
Your child will also need specialist support in school from a professional outside the school. This may be from
For your child this would mean
How will my child’s progress be measured?
How will I know how my child is doing?
How will you help me to support my child’s learning?
What support will there be for my child’s overall well-being?
Pastoral and emotional support is provided through:
Pupils with medical needs:
What specialist services and expertise are available to the school?
An Educational Psychologist is allocated to each school. He/she works directly with pupils whose needs are quite considerable and have not responded well to the interventions put in place for them. The psychologist will meet with parents first and give feedback after assessing the child. The psychologist will offer advice to the school and to parents/carers on how best to support the pupil in order to take learning forward.
What training have the staff supporting children with SEND had?
How will my child be included in activities outside the classroom including school trips?
How accessible is the school environment?
How will the school prepare and support my child when joining Hadrian Primary School or transferring to a new school?
We recognize that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible.
When moving classes in school:
In Year 6:
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 will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education.
This may be through:
Who can I contact for further information?
Hadrian Primary School
The Special Educational Needs Co-ordinator (SENCO)
Mrs A McStea is the Special Educational Needs Co-ordinator (SENCO); this role is part of her position as Inclusion Manager, she is also a member of the School Management Team and holds the National Award for SEN Coordination.
We recognise that all teachers are teachers of pupils with special educational needs. The head teacher and the governing body have delegated the
responsibility for the day to day implementation of the policy to the
The Inclusion Manager is responsible for:
liaising with parents of children with SEND
contributing to the in-service training of staff
liaising with external agencies including the LA’s support and
educational psychology services, health and social services, and
keeping the head teacher and the governor with responsibility for SEND fully informed.
Aims and objectives of the SEND Policy
We work within the guidance provided in the SEND Code of Practice 2014.
We identify and provide for pupils who have special educational needs and additional needs.
We provide support and advice for all staff working with special educational needs pupils.
We aim to work with the LA, to ensure high levels of achievement,
effective learning, progress and development for all pupils regardless of
any special educational need and/or disability.
We are committed to inclusion, meeting individual needs, the provision of
the highest quality teaching for all students and the efficient use of
We encourage mutual respect and consideration as part of the ethos of
our school. All pupils are valued and we work to promote pupils’ self-esteem
and emotional well-being.
Identifying special educational needs
Pupils are identified as SEND if they do not make adequate progress once they have had a range of adjustments/interventions and good quality personalised teaching.We accept the principle that pupil needs should be identified and met as early as possible. The Inclusion Manager works closely with class teachers.
We adopt the following procedures for identification and assessment:
the pupil in context profile
the analysis of data including SATs, reading ages,NFER and QCA
provision mapping which demonstrates the in-class support the child has had to inform identification of needs
the completion of teacher concern forms
following up parental concerns
tracking individual pupil progress over time, including termly tracking
of every child for reading, writing and numeracy.
information from previous schools
information from other services
SEND Range Descriptors are based on national best practice in determining the needs of pupils with SEND. They are based on the four areas (see below) of the SEND Code of Practice (2014). This is a new approach to assessing and describing pupil’s needs.
Children’s SEND are generally thought of in the following four broad areas of need and support:
• communication and interaction
• cognition and learning
• social, emotional and mental health
• sensory and/or physical needs
At our school, we identify the needs of pupils by considering the whole child, not just the special educational needs.
We make provision for pupils who do not have special educational needs, but have other needs which may impact on progress and attainment:
A graduated approach to SEND support in partnership with Parents/Carers/pupils
We make every effort to achieve maximum inclusion for all pupils
(including those with SEND) whilst meeting pupils’ individual needs.
Teachers provide learning opportunities for all the pupils within the
school environment and provide materials appropriate to pupils’ interests
and abilities. This ensures that all pupils have a full access to the Primary
All staff are aware of their responsibilities towards pupils with SEND.
In order to meet the learning needs of all pupils, teachers differentiate
work, deliver quality first teaching and a positive and sensitive attitude is shown. Teachers are responsible and accountable for the progress and development, including where pupils access support from teaching assistants and specialist staff.
Our school regularly and carefully reviews the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered.
The school works in partnership with parents and carers to achieve our
role in their child’s education
they perceive their child may be having or other needs the child may
have which need addressing
instilling confidence that the school will listen and act appropriately
focusing on the child’s strengths as well as areas of additional need
allowing parents and carers opportunities to discuss ways in which they and the school can help their child. To achieve this parents/carers are invited to meet with the SENCO and/or teacher to review and plan a way forward (parents/carers are invited to three parents’ evenings and a minimum of two SEND reviews per year)
agreeing targets for the child
keeping parents and carers informed and giving support during
assessment and any related decision-making process about SEND
We recognise that all pupils have the right to be involved in making
decisions and exercising choice. We endeavour to fully involve pupils
wherever possible by including pupils in:
Managing pupils needs on the register
The class teachers and SENCO will consider all information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress to decide whether or not a pupil should be on the SEND register. This is informed by applying the Assess, Plan, Do, Review cycle.
There is a single category of need for pupils on the SEN register, this is called SEND Support.
Termly meetings take place between the teacher, SENCO and parent to discuss a plan of action. The SENCO will record reviews and work with the group to put a termly plan in place according to individual need. A SEND Action Plan is devised and agreed. This is shared with other adults working with the pupil. Further support in school will include:
in class support for small groups with Teaching Assistant
small group withdrawal with Teaching Assistant
individual class support / individual withdrawal
further differentiation of resources
the SENCO will buy in resources for both pupils and teachers to support pupils with SEN.
The SENCO will engage the additional support of specialist services with parent/carer consent.
The school’s Local Offeron the school and LA website outlines provision in school and outside services/agencies for SEND pupils.
Monitoring and Evaluation
We regularly and carefully monitor and evaluate the quality of provision we offer pupils. The effectiveness of our provision for pupils identified as having special educational needs is carried out in the following ways:
Following discussion with parent/carer, teacher and SENCO, pupils who have made significant progress and are achieving within their age related expectation will be exited from the SEND register. Withdrawal of SEND provision is tailored according to the needs of the child.
Safeguarding Children with SEND
There are additional safeguarding challenges for children with Special Needs and Disabilities including:
The SEN and disabilities of children may be seen first, and the potential for abuse second. Staff will watch out for distress, a change in demeanour or behaviour.
Staff make sure that children with SEN and disabilities have greater availability of mentoring and support.
Supporting pupils and families
Supporting pupils at school with medical conditions
Training and Resources
In order to maintain and develop the quality of our provision, staff are encouraged to undertake training. This is specified in the school professional development plan and is updated annually. Input from external agencies will be actively encouraged. Training needs are informed by the specific needs of pupils in school.
The CPD Manager keeps a record of courses attended.
Roles and responsibilities
Storing and managing information
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school policies on Data Protection and Confidentiality.
Reviewing the policy
The SEND policy will be reviewed annually.
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school accessibility plan.
Regular review of the school accessibility plan ensures continued review of any issues which may present as barriers to learning. Current targets relate to ensuring safe access to the school main entrance for all users, ensuring evacuation procedures take into account all staff and pupils and other users and that those with hearing difficulties are catered for around the school.
The school prides itself on providing a fully inclusive curriculum that is accessible to all pupils. Teachers plan and prepare lessons that engage all children and the school provides school visits, extra-curricular opportunities and after school clubs and activities that ensure participation is possible for every student.
The school constantly strives to ensure that the learning environment is stimulating, exciting and accessible to all students. As part of our annual work to upgrade our facilities, we pay particular attention to the issue of accessibility, to ensure the environment meets the needs of all users.
When and where appropriate, the school will make detailed plans to ensure all written information it provides is made available for all students, regardless of disability. Depending on needs, these may include timetables, adapted hand outs, appropriate textbooks or information about school events. Any changes will take into account any preferred or required formats and will always be provided within an acceptable timeframe.
Parents and carers are welcome to contact key staff at any time, as the school has an open door policy. If teachers are in class they will endeavour to speak to parents/carers at the earliest possible opportunity. The inclusion manager will generally be available to contact parents/carers and if this is not possible, the head teacher or deputy head will do so.
Dealing with complaints
If there are any complaints relating to the provision for pupils with SEN these will be dealt with in the first instance by the head teacher. The chair of governors may be involved if necessary. In the case of an unresolved complaint the LA may be involved. (Please see the Complaints procedure policy in the Policy Section of the website)
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school Anti-Bullying Policy.
For links to other relevant policies and information, please see below:
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school Inclusion Policy.
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school Safeguarding/CP Policy.
Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school Equal Opportunity policy.
In order to maintain and develop the quality of our provision, staff are encouraged to undertake training. This is specified in the school
professional development plan and is updated annually. Input from
external agencies will be actively encouraged.
The CPD Manager keeps a record of courses attended.
The governing body will include information on the implementation of this
policy, and on any changes to it, in the school profile.
We have identified the following success criteria to evaluate the
effectiveness of the policy:
The SENCO has termly meetings with the governor responsible for
The register is updated termly.
The register is up to date and easily accessible, levels of intervention
There is movement on the register, both up and down the levels of
Parents are informed about all expressions of concern
All pupils with SEND Action Plans have the targets reviewed termly
All pupils withSEND Action Plans are aware of their IEP targets
All targets are SMART and written in accessible language
Parents are informed of their child’s targets
All parents feel involved in their child’s education
All teachers and support staff are aware of procedures
All teachers’ weekly plans show evidence of differentiation
There is evidence of individual pupil progress over time
Resources are effectively used
SEND issues are included in staff development planning
All teachers are aware of their responsibilities
If there are any complaints relating to the provision for pupils with SEND
these will be dealt with in the first instance by the head teacher. The
chair of governors may be involved if necessary. In the case of an
unresolved complaint the LA may be involved.
Here is a glossary of the most used SEND terms which are often abbreviated.
Attention Deficit Disorder
Attention Deficit and Hyperactivity Disorder
Autistic Spectrum Disorder
Behavioural Emotional and Social Difficulties
Common Assessment Framework
Code of Practice
Children and Young People’s Services
Developmental Co-ordination Disorder
English as an Additional Language
Education, Health and Care Plan
Educational Psychology Service
Educational Psychology Teacher
Emotional Resilience Officer
Educational Welfare Officer
Free School Meals
Individual education Plan
Looked After Child
Moderate Learning Difficulty
Personal Education Plan
Speech and Language Therapist
Special Educational Needs
Special Educational Needs and Disability
Specific Learning Difficulty
Parents can contact their local Parent Partnership Service for impartial information, advice and support in relation to their child’s SEND.
Phone - 0191 4246345