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Hadrian Primary School

"An outstanding school where children make excellent progress" Ofsted

Be Unique;Believe, Achieve, Succeed Together

SEND School Report

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

  • Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and Disabilities (SEND) aged 0-25. This is the ‘Local Offer’.
  • The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.


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

Responsible for

  • Delivering quality first teaching (QFT) - targeted classroom teaching.
  • Providing in class interventions where appropriate, alongside a relevant provision map outlining the support and it's impact.
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCo) know as necessary.
  • Writing SEND report action plans (assess, plan, do, review, process) - sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.


The SENCo/Inclusion Manager: Mrs A McStea

Responsible for

  • Developing and reviewing the school’s SEND policy.
  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)
  • Ensuring that you are

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.

  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
  • Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

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

Responsible for

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.
  • The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEN Governor: Mr Jack Brown

Responsible for

  • Making sure that the necessary support is given for any child with SEND who attends the school.

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:

  • Concerns are raised by parents/carers, teachers or the child
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress


How will I know how Hadrian Primary School will support my child?


  • A SEND support action plan will be written and agreed by the parents, pupil, teacher and SENCo. This will consist of two or three manageable actions which will be reviewed termly.
  • Each pupil’s educational provision will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of this intervention will vary according to need, but will be reviewed to find out if it has been effective and decide where to go next.
  • Parents and pupils will be asked for their views and opinions via a questionnaire or meeting during/following the intervention.
  • Mrs McStea receives regular updates from class teachers about the progress of pupils.
  • A pupil may need more expert support from an outside agency. The school or parent can make a referral. The school will support the practitioners involved where possible.


How will the curriculum be matched to my child’s needs?

  • Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
  • Specialist equipment is provided to make classroom life easier, such as concentration cushions, tangle toys, writing aids and some pupils have laptops for personal use.
  • Hadrian Primary School has a rich and varied programme of after-school and lunchtime clubs for pupils.


Specific group work

Intervention which may be:

  • Run in the classroom or a group room.
  • Run by a teacher or a teaching assistant (TA).
  • Specialist groups run by outside agencies, e.g. Speech and Language therapy

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

  • Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team

or Sensory Service (for students with a hearing or visual need).

  • Outside agencies such as the Education Psychology Service (EPS).

What could happen:

  • You will be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
  • The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

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

  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

                                                        For your child this would mean

  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the request has been made to a panel of professionals (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
  • After the reports have all been sent in, the panel of professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will need and what strategies must be put in place. It will also have long- and short-term goals for your child.
  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.


How will my child’s progress be measured?


  • Your child’s progress will be continually monitored by his/her class teacher.
  • The Deputy Head Teacher, Miss Pattison, is also the Assessment Co-ordinator who monitors progress and achievement.
  • If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning down into smaller steps.
  • At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.


  • Where necessary, children will have a SEND support action plan including targets set by outside agencies specific to their needs. These are designed to accelerate learning and narrow any gaps. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
  • The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The school holds interim reviews in between the Annual Review or at the request of parents.
  • The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
  • Regular book scrutinies and lesson observations will be carried out by the SENCo, other members of the Senior Management Team and subject co-ordinators to ensure that the needs of all children are met and that the quality of teaching and learning is high?


How will I know how my child is doing?


  • You will be able to discuss your child’s progress at Parents’ Evening.
  • Appointments can be made at the school office if you wish to speak in more detail with the class teacher and/or SENCo.  Mrs McStea is available Monday to Thursday to meet with parents and professionals.
  •  Your child’s SEND support action plan will give you some information about how your child is achieving and progressing.
  • The parents, SENCo and/or class teacher and all other professionals involved will meet termly.
  • If your child has an Early Help Plan, meetings are held every six weeks or more often according to need and circumstances.


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


  • The class teacher may suggest ways of how you can support your child.
  • The SENCo can support you also and may have strategies you can use.
  • If outside agencies have been involved with your child; they often provide recommendations for both home and school
  • Occasionally, the school runs workshops for parents to help you support your child with literacy, numeracy and science.
  • Parents play an active part in school life and are always welcome to be a volunteer in school.


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

Pastoral and emotional support is provided through:

  •  The services of the Emotional Resilience Officers (4 key areas of support: Emotional Resilience and Well-being; School Refusal; Bereavement and Loss; Transition Support)
  • Transition/transfer programmes (Nursery-Reception, KS1 – KS2, Year 6-Y7) are in place for all pupils, but are personalised for SEND pupils
  • A range of lunchtime clubs are available for children who find lunchtimes a challenge
  • All adults in school have training in Child Protection and Abuse Awareness; this training is updated every two years 
  • A Nurture Group runs for half a day every week to support the self-esteem and confidence of pupils.

Pupils with medical needs:

  • If a pupil has a medical need than an Allergy Action Plan is compiled by the School Nurse in consultation with parents/carers.
  • Staff receive Epipen and asthma awareness training annually.
  • A number of Supervisory Assistants, teachers and Teaching Assistants have regular First Aid Training and Paediatric First Aid Training.
  • The SENCo is able to access specialist services – see below.


What specialist services and expertise are available to the school?


  • Educational Psychologist
  • Educational Psychology Teachers
  • School Nurse(Reception upwards)/Health Visitor (Nursery pupils)
  • ADHD Nurse Therapist
  • Speech and Language Therapists
  • Language Outreach Support
  • Occupational Therapy and physiotherapy
  • Portage and Pre-School Service
  • Social Services
  • Children and Young People’s Services
  • Emotional Resilience Officers
  • Primary Mental Health Workers
  • Family Support Workers/SEN Team and OT from local secondary school (personalised transition programmes Y6-Y7)
  • Healthy Minds Team
  • Thurston Family Project
  • Assistant Educational Psychology Teachers
  • EHAAT Team (advice and support for Early Help Plans)
  • Family Outreach Workers (children 0-4 years)
  • Education Welfare Officer
  • Ashley Child Development Centre
  • Bright Futures (work with females aged 11-25 years)
  • LAC Service- support from virtual Head Teacher and team
  • Hearing Impairment Team and Teachers for the Deaf
  • Developmental and Co-ordination Disorder Clinic
  • Children and Young People’s Well-Being Panel
  • Short Break and Respite Service
  • Paediatric Services
  • Parent/Carer SEND  voluntary groups; Listen 4 a Change, Kayaks and SNIPS

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?

  • All teachers and TAs have had training on dyslexia, ADHD, dyscalculia, attachment, Team Teach, the Early Help Plan process and Child Protection Awareness.
  • Most staff have attended training on ASD and behaviour management.
  • A number of TAs have worked 1:1 with the Educational Psychology Teacher and the Teacher for pupils with a Specific Learning Difficulty on how to deliver a range of strategies to support literacy and numeracy needs.
  • The Speech and Language Therapist has delivered 1:1 training to some TAs.
  • Sensory Needs, Physical Co-ordination and Primary Mental Health training are to be delivered this year.
  • Mrs McStea has regular training on all matters concerned with Inclusion (for example, Child Protection and Safeguarding, SENCO Conferences and LAC Designated Teacher Training). She also attends a number of network groups: SENCo, Inclusion and Behaviour, and Attendance Networks.


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


  • Activities and school trips are available to all.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

How accessible is the school environment?

  • As a school we are happy to discuss individual access requirements.
  • Ramps provide access to the school.
  • There are two disabled toilets.
  • There are wide doors for access in and around the building.


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.


  • If your child is joining us from another school:
  • Your child will be able to visit our school and stay for a taster session, if this is appropriate.
  • The SENCo will liaise with the previous school in preparation for transfer.
  • If your child is moving to another school:
  • We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
  • We will make sure that all records about your child are passed on as soon as possible.


When moving classes in school:


  • Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. SEND support Action Plans will be shared with the new teacher.


In Year 6:


  • The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.


  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.


  • Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.


  • The Emotional Resilience Officer may work with your child in the last term in primary school to prepare for transition.


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

  • The school budgets include money for supporting children with SEND.
  • The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
  • The SEND budget is allocated for each financial year. The money is used to provide additional support or resources dependent on an individual’s needs.
  • Pupil Premium was introduced in 2011 and is allocated to schools for pupils who have been registered for free school meals (FSM) and at any point in the last 6 years. Schools also receive funding for Looked After and adopted Children.
  • The school can apply to the Local Authority for Top-Up Funding for a pupil if they have a high level of need and costs exceed that which has already been allocated to school funds for that pupil.


  • The SENCo holds a small budget for aids/resources and some CPD.
  • During examinations SEN pupils may qualify for extra time, someone to write or read for them or have rest breaks.


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


  • These decisions are made in consultation with the parent, SENCo, Head Teacher and class teacher. Some decisions are informed by advice from outside agency recommendations and termly tracking of pupil progress.


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:

  • Discussions with the class teacher
  • Parents’ Evening
  • Discussions and meetings with Mrs McStea and other professionals
  • Parents are encouraged to contribute and/or comment upon their child’s SEND support Action Plan
  • Every two years, a SEND questionnaire is sent out to parents of SEND pupils which invites comments and opinions on how best to improve the provision at Hadrian Primary School. Occasionally, the Chair of Governors and SEND Link Governor will hold a forum for parents to provide their thoughts and feelings about SEND provision in school.
  • Parents and pupils are invited to complete feedback questionnaires about intervention programmes
  • Mrs McStea regularly keeps parents/carers informed about SEN support groups in the area
  • Parents are also encouraged to seek support from the Parent Partnership Services if necessary. 

Who can I contact for further information?

  • If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact the school office to arrange a meeting with the Head Teacher, class teacher or the SENCo, Mrs McStea.


Hadrian Primary School


SEND Policy


Section 1

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

Inclusion Manager.


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

voluntary bodies

  • keeping the head teacher and the governor with responsibility for SEND fully informed.



Section 2


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.



Section 3


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


  • teacher assessments

  • 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:



Section 4

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

aims by:

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:

review meetings


Section 5


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.


Section 6


Safeguarding Children with SEND

There are additional safeguarding challenges for children with Special Needs and Disabilities including:


  • behaviour, mood and injury may relate to possible abuse and not just SEND.
  • higher risk of peer group isolation
  • disproportionate impact of bullying; and
  • difficulties with communication

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.




Section 7


Supporting pupils and families


  • See details of the school/LA Local Offeron the school ( and LA websites.
  • See SEND Information Report
  • Admission Arrangements- no pupil will be refused admission to school on the basis of his or her special educational need. In line with the SEN and Disability Act we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision (School Admissions policy and Equality Act 2010).
  • Examinations and access arrangements- SEND pupils have access to concession time, a scribe, a reader and rest breaks if required. The SENCO, class teacher and Assessment Co-ordinator work collaboratively to ensure that pupils are given every opportunity to demonstrate their true ability in tests.
  • Transition- the SENCO formulates transition programmes for pupils moving key stages or schools. Staff from receiving schools are invited to meet with parents and pupils prior to transfer. Visits to new schools or classes are made prior to transfer/transition.
  • Medical Conditions- please see the school policy and below.


Section 8


Supporting pupils at school with medical conditions


  • The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
  • Some pupils may also have SEND and may have an Education, Health and Care Plan (EHCP) which brings together health and social needs, as well as their special educational provision.
  • See policy Arrangements for Pupils with Medical Conditions


Section 9

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.

  • All teachers and TAs are regularly trained and updated on dyslexia, ADHD, ASD, behaviour management, the CAF process and Child Protection Awareness.
  • Depending on the needs of pupils in particular classes, staff have the opportunity to work 1:1 with the Educational Psychology Teacher and the Teacher for pupils with a Specific Learning Difficulty on how to deliver a range of strategies to support literacy and numeracy needs.
  • The Speech and Language Therapist has delivers 1:1 training to staff on how to deliver block speech and language programmes.
  • The Inclusion Manager has regular training on all matters concerned with Inclusion (for example, Child Protection and Safeguarding, SENCO Conferences and LAC Designated Teacher Training). She also attends a number of network groups: SENCO, Inclusion and Behaviour, and Attendance Networks.

The CPD Manager keeps a record of courses attended.

Section 10

Roles and responsibilities

  • The SEN Governor: Mr Jack Brown is  responsible for making sure that the necessary support is given for any child with SEND who attends the school.  The governor meets termly with the Inclusion manager to discuss provision developments and how best to improve the service. This information is fed back to School Governors.
  • SEN Teaching Assistants: as most teaching assistants have a wide range of SEND training to employ within their classroom roles; some teaching assistants devote focused time for specific SEN pupils. They deliver short-term intervention programmes, 1:1 support and in class support.
  • The head teacher is responsible for managing Pupil Premium and LAC funding
  • The head teacher and Inclusion Manager are responsible for managing the school’s responsibility for meeting the needs of pupils.


Section 11

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.



Section 12

Reviewing the policy

The SEND policy will be reviewed annually.


Section 13


Statutory Responsibilities

  • The DDA, as amended by the SEN and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.
  • Schools are required to produce accessibility plans for their individual school and LAs are under a duty to prepare accessibility strategies covering the maintained schools in their area.

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.


Section 14

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)


Section 15


Please see the ‘Key Information’ section of the ‘About Us’ area of the school website, to view the school Anti-Bullying Policy.


Section 16


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.


Success Criteria

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

are identified.

  • 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.

Review date: September 2021

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


Child protection


Children and Young People’s Services


Developmental Co-ordination Disorder


English as an Additional Language


Education, Health and Care Plan


Educational Psychologist


Educational Psychology Service


Educational Psychology Teacher


Emotional Resilience Officer


Educational Welfare Officer


Free School Meals


Hearing Impairment


Individual education Plan


Key Stage


Looked After Child


Moderate Learning Difficulty


National Curriculum


Occupational Therapist


Personal Education Plan


Speech and Language Therapist


Special Educational Needs


Special Educational Needs and Disability


Specific Learning Difficulty


Visual Impairment



Parents can contact their local Parent Partnership Service for impartial information, advice and support in relation to their child’s SEND.

Contact details:

Phone - 0191 4246345

Email -