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Special Educational Needs and Disabilities



Special Educational Needs and Disability (SEND) at Haddon


The Governors receive information each year from the SENDCo (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; Communication and Interaction, Social and Emotional and Physical and Sensory.


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.


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 Mrs Holmes (SENCO).


Early Intervention

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.


Emotional Support
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.


Mrs Holmes and Mrs Etherington also ensure smooth transitions occur between year groups and secondary schools for those children who need extra support.