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SEND Information

A pupil has an SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

What are the aims and objectives of the SEND provision at Harper Green School?

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation: Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEND coordinators (SENCOs) and the SEND information report. 

  1. To work within the guidance provided in the SEND Code of Practice 2015. 
  2. To provide a SENCo who will work with the SEND Inclusion Policy.
  3. To create a welcoming and safe educational environment that meets the needs of all of our young people.
  4. To ensure that all young people with special educational needs and/or disabilities are identified and assessed early, then catered for within the school setting as far as possible.
  5. To ensure that all students with special educational needs and/or disabilities make the best possible progress.
  6. To support students with SEND in accessing all areas of school life, encompassing the full curriculum, as well as extracurricular and social opportunities.
  7. To empower our young people as they grow in their self-belief and self-esteem, recognising their individual needs as simply one aspect of everything that makes them uniquely wonderful.
  8. To promote effective working partnerships with parents/carers, students and outside agencies through excellent information-sharing and working together throughout.

What is the role of the Learning Hub?

The aim of the support provided by Learning Hub is to enable students with SEND to achieve their potential and be fully included in the life and community of the School.  The Learning Hub provides support and intervention which aim to accelerate the progress of students through 1:1 support, small group or individual intervention and/or specialist teaching.

The Learning Hub provides tailored intervention packages, where appropriate, to support students who have been identified as having SENDs or are in need of additional support with mental health. The aim of these interventions is to provide support in removing the barriers that prevent these students from attending lessons or accessing the curriculum appropriately alongside their peers.

Which staff have responsibility for students with SENDs?

 All staff have a responsibility to the young people in our care. However, there are some key staff with an especial responsibility for students with SENDs. These are:


The SENCO is Mrs Emma Price, and she can be contacted by email: price@harpergreen.net or phone: 01204 572941. If you have any concerns or queries pertaining to your child's SENDs, you should communicate with Mrs Price in the first instance. 

The role of the SENCO is to:

  • Work with the headteacher and SEND governor to determine the strategic development of the SEN policy and provision in the school;
  • Have day-to-day responsibility for the operation of the SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans;
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching;
  • Advise on the graduated approach to providing SEND support;
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively;
  • Be the point of contact for external agencies, especially the local authority and its support services;
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned;
  • Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements;
  • Ensure the school keeps the records of all pupils with SEND up to date.

The SEN Governor

The SEND Governor can be contacted through the school.

The SEND Governor will:

  • Help to raise awareness of SEND issues at governing board meetings;
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this;
  • Work with the headteacher and SENCO to determine the strategic development of the SEND policy and provision in the school.

The Headteacher

The Head of School is Ms Sally Heppenstall. She will:

  • Work with the SENCO and SEND governor to determine the strategic development of the SEND policy and provision in the school;
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability.

Class teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class;
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching;
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision;
  • Ensuring they follow the SEND policy.

Which SENDs can we provide for at Harper Green School?

 Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and Interaction
  • Cognition and Learning;
  • Social, Emotional and Mental Health;
  • Sensory and/or Physical Difficulties

How do we identify and assess the needs of students with SENDs?

We will assess each pupil’s current skills and levels of attainment on entry, and will take into account all accompanying information, such as that provided by previous settings. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline;
  • Fails to match or better the child’s previous rate of progress;
  • Fails to close the attainment gap between the child and their peers;
  • Widens the attainment gap.

This may include progress in areas other than attainment.

Slower progress and low attainment will not automatically mean a pupil is recorded as having a SEND. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents/carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

How do we consult and involve pupils and parents/carers?

We will have an early discussion with the pupil and their parents/carers when identifying whether young people need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the young person's areas of strength and difficulty;
  • We take into account any concerns of parents/carers;
  • Everyone understands the agreed outcomes sought for the child;
  • Everyone is clear on what the next steps are.

We will formally notify parents/carers when it is decided that a pupil will receive SEND support.

All parents of students who are on the SEND register have the opportunity to meet with the SENCo at least once a year through parents' evenings.  Formal annual reviews/child-centered reviews are held for all students who have an Education, Health and Care Plan (formally known as "a statement of special educational needs") along with termly review meetings; these provide parents/carers with the opportunity to express their views on the young person's progress and provision and ask any questions.

The learning hub encourages regular home/school contact. This contact may take the form of:

  • home/school diaries,
  • target cards,
  • letters,
  • emails
  • phone contact,
  • termly review meetings
  • transition review meetings. 

The contact will be primarily through the SENCo, Associate Senior SEND Officer and the Year Teams.

Students are encouraged to attend annual reviews, parent’s evening and additional review meetings to discuss their progress and provision with key members of staff and their parents or carers.

Some students with SEND are allocated a key worker.  The key worker will meet with students regularly to discuss progress and are available for students to use as a first port of call when required.

How do we assess and review pupils' progress towards outcomes?

We will follow the graduated approach and the four-part cycle of assess, plan, do, review

SEND support is implemented and regularly reviewed, outlined below. Parents/carers will be involved at every stage of this process.

  1. Assess: the class/subject teacher and SENCO will clearly analyse a pupil’s needs before identifying them as needing SEND support;
  2. Plan: the class/subject teacher and SENCO will agree the support to be put in place. Parents/carers will also be notified and consulted. The support will usually be set out in a school-based SEND support plan;
  3. Do: the class/subject teacher remains responsible for working with the pupil on a daily basis. Pupils may also receive additional interventions outside the main curriculum, but the focus will be on integrating all pupils and continuing to use high-quality, differentiated teaching;
  4. Review: the class/subject teacher and SENCO will review the effectiveness of the support regularly and agree any changes where needed.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil;
  • Their previous progress and attainment and behaviour;
  • Other teachers’ assessments, where relevant;
  • The individual’s development in comparison to their peers and national data;
  • The views and experience of parents;
  • The pupil’s own views;
  • Advice from external support services, if relevant.

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

How do we support SEND pupils as they move between phases, and prepare for adulthood?

Transition from primary to secondary for SEND Pupils

We will make contact in the summer term and work with primary schools to share information, which ensures that we are able to best meet the needs of young people from the outset.

For young people with SENDs:

  • Member/s of Harper Green staff will visit the school and meet the pupil personally.
  • We will work closely with primaries to arrange, where appropriate, additional transition visits for the young person to observe the school at different times throughout the day. The young person will also be able to familiarise themselves with the learning support department and meet key staff.
  • We create a personalised transition package to support transition for young people with SENDs.
  • Ladywood outreach service also works with the school to support pupils with SEND on transition.

Transition from Key Stage 4 to post-16 opportunities

For young people with SENDs:

  • Pupils will be supported with visits to college placements and alternative provisions;
  • The SENCo will liaise with the CEIAG and Post 16 progression manager in preparation for work experience, college visits and  interviews;
  • The learning hub staff will introduce the person to the Connexions service and will arrange appointment/s with a careers advisor. This process will help the young person with their applications for college or future opportunities.
  • The learning hub staff will liaise with parents/carers about the transition to a post-16 placement.
  • We will share information with the school, college, or other setting the young person is moving to. We will come to an agreement with parents/carers and the young person themselves on which information will be shared as part of this transition process.

 What is our approach to teaching pupils with SENDs?

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEND. This will ensure we are catering for the needs of the individual pupils in the classroom.

All staff will be given access to pupil passports and are expected to utilise these for the young people they teach. These documents detail individual learning needs, and teaching staff will be given appropriate training and resources to enable them to tailor their teaching to enable all learners to make good progress.

Pupils with additional support will be provided with a Learning Support Mentor who will meet with them weekly to discuss any issues or concerns, and to set targets to ensure academic progress and provide extra pastoral support.   

We will also provide the following interventions: 

Interventions delivered by the inclusion team may include:

  • Basic numeracy
  • Basic literacy
  • Additional maths and/or English
  • Corrective Reading
  • Successmaker
  • IDL Cloud – an ICT based intervention that can also be accessed at home
  • Teen Talk/Lego Therapy
  • Social skills work
  • Behaviour intervention
  • Anger management
  • 1:1 key worker support
  • Specific learning difficulties support through dyslexia and dyscalculia programmes
  • Nurture group
  • Resilience work
  • LASS Testing
  • Working memory support
  • Boxall Profiling

Please note: the type of intervention or support that is put into place for any student identified as having additional learning needs will be decided on an individual basis as part of the assess-plan-do-review cycle. The impact of any interventions are evaluated formatively and summatively to ensure students are making expected progress. Parents/carers and the young person themselves will be involved and informed throughout this process.

How do we adapt the curriculum and learning environment to meet the needs of students with SENDs?

All students at Harper Green School have equal access to a broad and balanced curriculum.

Teachers use a wide range of strategies to meet student’s additional needs. Lessons are shaped around "Big Questions" and success criteria, and are scaffolded appropriately to ensure that all learners are working towards the highest possible expectations.

 The Equality Act 2010 states that education providers must also make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against. At Harper Green School, we ensure students have access to the best possible: 

  • practices or procedures, 
  • accessible physical environment, 
  • learners assessment, 
  • extra support and aids (such as specialist teachers or equipment). 

We make the following adaptations to ensure all pupils’ needs are met:

  • Sequencing and scaffolding our curriculum to ensure accessibility and challenge;
  • Adapting our resources and staffing;
  • Using recommended aids;
  • Tailoring our classroom delivery;
  • Working with outside agencies.

Additional support for learning:

  • We have 16 teaching assistants who are ELKLAN trained to deliver interventions and classroom support.
  • Learning Support Assistants can support pupils on a 1:1 basis.
  • Learning Support Assistants can support pupils in small groups.
  • The SENCo meets regularly with all pupils who require additional support.
  • The Learning Support department offers a daily mentoring program and a Nurture support group every lunchtime.

Outside agencies:

We work with the following agencies to provide support for pupils with SEND:

  • Ladywood Outreach Service
  • Behaviour Support Service
  • Educational Psychologists
  • Hearing and Visual Impaired Service
  • School Nurse
  • Connexions Careers advice
  • Local Colleges and Universities
  • Parent Partnership

Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

  • Pupils with SEND are encouraged to be part of the school council and contribute to student voice panels;
  • Each Year group has a dedicated Pastoral Coordinator;
  • Key staff are trained Mental Health First Aiders;
  • There is a counsellor in school;
  • The” Hub,” which is a smaller space for students to focus on emotional and social development with key staff.

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

All pupils are encouraged to go on our residential trip(s) and all pupils are encouraged to participate fully in sports day, school performances, assemblies, and workshops. No pupil is ever excluded from taking part in these activities because of their SEND or disability.

Where necessary, we will make suitable adjustments to facilitate the full participation of all of our young people. We pride ourselves on being an inclusive school.

 How do we evaluate the effectiveness of SEND provision?

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their goals each term;
  • Reviewing the impact of interventions after every half term;
  • Using pupil questionnaires and pupil voice;
  • Monitoring by the SENCO and Associate Staff manager;
  • Using provision maps to measure progress;
  • Classroom observations / learning walks;
  • Scrutiny of SEN pupils' work;
  • Holding annual reviews for pupils with statements of SEN or EHC plans.

 Who do I speak to if I need to make a complaint about SEND provision?

Complaints about SEN provision in our school should be made via the schools complaints policy in the first instance. 

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

Contact details of support services for parents of pupils with SEN:

Parent Partnership - 01204 848722

Bolton SEND - 01204 338984

 Contact details for raising concerns:

 Should you have any concerns about your child in relation to SEN or about the provision they are receiving, please contact the SENCo, Mrs Emma Price, directly on 01204 572941 or pricee@harpergreen.net 

 The local authority local offer:

Our contribution to the local offer can be found here.

Our local authority’s local offer is published here.

How is the SEND Policy monitored?  

The SEND Policy and information report will be reviewed by the SENCo, SLT and Governing Body every year. It will also be updated if any changes to the information are made during the year.   It will be approved by the governing board.

Links with other policies and documents

This policy links to our policies on: