Special Educational Needs and Disabilities
Special Educational Needs and Disability (SEND) at Haddon
The Governors receive information each year from the SENCo (Mrs Annabel Holmes) about the number of children on the Special Needs Register and their needs, information about ‘provision mapping’ and the training of members of staff, together with updates to the Special Educational Needs Policy.
The Senior Leadership Team verify school data related to all vulnerable groups to see that needs are appropriately met. The Head of School’s report at each full governors provides an update on the number of SEND children in the school.
At the end of each year staff attend a transition staff meeting to ensure receiving staff are aware of the needs of their new intake for September.
At Haddon we aim to enable each child to achieve their full potential. We all work to provide a friendly, stimulating and challenging environment which respects and celebrates individual interests, talents and differences.
What are Special Educational Needs?
A child has Special Educational Needs Disabilities (SEND) if he or she has:
- A learning difference – a significantly greater difference in learning than the majority of children of the same age, which needs provision that is very individual and cannot be provided through adapted resources. OR a disability which makes it difficult to use education facilities generally provided locally, and if that learning difficulty calls for special educational provision.
- Special educational provision – provision additional to, or different from, that made generally for children of the same age in local schools
There are a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue through a child’s school life and some children may have a specific diagnosis. The needs generally fall into one or more of the following categories.
Cognition and Learning
Indications may be:
Communication and Interaction
Indications may be:
Behaviour, Social and Emotional
Indications may be:
Sensory and Physical
Indications may be:
Where children meet the thresholds of having complex and persistent needs, which struggle to be met in a mainstream primary school, parents alongside school can request an assessment into the eligibility for having an Educational and Health Care Plan. This brings together information from education, health and social care. Information about EHCPs can be obtained from school, Parent Partnership (Ask Us) or from the local authority.
SEND Terms Explained
What is the Local Offer?
The local offer is the services that are available in Nottinghamshire. More information is available at:
As part of the local offer the Haddon SEND policy sets out our aims and provisions in more detail.
What is a SENCO?
A Special Educational Needs Co-ordinator is a member of staff responsible for keeping an overview of special needs in school.
What is a TA?
A Teaching Assistant who works alongside the class teacher and supports groups of children and individuals to access the curriculum and reach their targets.
What is a support plan?
A Support Plan is a form of individual passport which summarises strengths and needs; indicates best methods of learning / resources that are useful and sets out small step focused targets which are reviewed 2-3 x per year. At Haddon it is written as part of a meeting called a ‘review’ meeting.
What is an Educational Psychologist (EP)?
A person trained to make judgements on children’s educational development, usually provided through advice and training for SENCOs and Teachers.
What is a Schools and Families Support Service Teacher? (SFSS)
A specialist teacher who school can ask for advice and help. They work in a number of schools and also offer training to support staff.
Who are the behaviour support team? (RPBP)
A specialist teacher trained to support children who are experiencing behavioural difficulties and give advice to their teachers.
What is the Parent Partnership Scheme?
An organisation which offers support and advice to parents of children with special educational needs.
TEL: 0115 9482888
What is SALT?
Speech And Language Therapy
What is a review?
A meeting during the school day for the parents/carers and sometimes other agencies who support a child with special needs. We discuss progress against meeting support plan targets.
What is an EHCP?
Where children meet the thresholds of having complex and persistent needs, which struggle to be met in a mainstream primary school, parents alongside school can request an assessment into the eligibility for having an Educational and Health Care Plan. This brings together information from education, health and social care. Information about EHCPs can be obtained from school, Parent Partnership or from the local authority.
What is inclusion?
Inclusion means all children, whatever their needs, are welcomed into school, and supported to take an active part in all areas of school life to become integrated member of our school community. Inclusion isn’t providing the SAME for all children, but personalising teaching and provision to meet individual needs.
How do we know who needs help?
Information comes to us in many different ways:
- from you
- from pre-school or nursery
- from Early Years Support Services
- from staff working with your child
- from other people working with your child
- from listening to and observing your child
- from tests, assessments and tracking systems in school
What does school do to help?
There is a national Code of Practice which helps ensure children have access to a similar system of support whichever school they attend.
Many children may receive help in class through work which matches the way they learn. They will not be classed as having Special Educational Needs and Disabilities (SEND). This includes children with Dyslexia / Dyslexic tendencies.
Some children will have extra help from another adult to achieve their in class targets and to make progress.
A few children may benefit from support and advice from other sources and specialists, these children will have a Support Plan and the SENCO keeps a record of these children with Special Educational Needs and Disabilities.
A very small number of children will have exceptional needs that require the school to request support from Children and Young People’s Services.
Is there any extra funding for special needs children?
There are several ways in which children with special needs are supported.
- The majority of children’s needs will be met in the normal classroom setting without the need for additional funding.
- ASN funding (additional school need). Some children will need additional support other than that normally provided by the classroom teacher. The cost of this support comes directly from the schools budget.
- AFN funding (additional family need). A few children may continue to give concern or may have a specific diagnosis that requires additional help. This funding goes to the family of schools and the SENCO has to put in a bid to the family to access this funding. The bids are moderated and if granted the funding is expected to be supported by funding from the school’s own budget. The help is usually from a TA either 1:1 or shared.
- HLN funding (higher level need). Occasionally a child may have complex or more severe needs which require more consistent adult support to access the curriculum. This funding has to be applied for through the Local Authority.
- Medical funding If a child has complex medical needs which require some form of physical intervention (e.g. injection, catheterisation) we may be eligible to access this funding through the Local Authority.
- The most important help you can give is to BE POSITIVE! Use continual encouragement and praise.
- Seek support and advice from others in a similar situation.
- Try to come to all meetings such as reviews and parents’ evenings.
- Ensure we know any relevant information, such as if your child was born prematurely, has experienced hearing difficulties/ has grommets fitted or has had any long term hospital stays.
- Tell us as soon as possible if any members of the family have Autism, ADHD, Dyslexia or depression as these may lead to hereditary needs.
- Make sure school knows about any major changes in your family.
- Encourage your child with reading, spelling and homework.
Home and school need to work as a team in order for your child to thrive – Keep in touch!
More detailed information on what we offer can be found in the school SEND policy available on the school website.
If you want know more or have any queries or concerns the best way to contact the school SENCO Annabel Holmes Alternatively phone the school office and leave a message for her or contact your child’s teacher
SEND report 2022-2023
Listed below is a brief overview of the various additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programmes please do not hesitate to get in touch with the Teaching Assistant running the group or with Miss Jackson(SENCO).
Rigorous processes are now in place to identify pupils who will need early intervention, should their progress levels signify support is required. Class teachers will meet with parents to make them aware of the support provided.
Speech and Language
Individualised programmes submitted by a Speech Therapist assigned to this school is delivered by one of our Teaching Assistants, Mrs Beardsall. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
EAL - English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. Mrs Etherington works with the children to ensure they are supported through these emotional times during the school day.
Miss Jackson and Mrs Etherington also ensure smooth transitions occur between year groups and secondary schools for those children who need extra support.