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 SEN Report

A child has special education needs if he or she has a learning, behaviour or medical difficulty that calls for special educational provision to be made for him or her.  Inclusive education takes account of differences amongst our children and recognises that some children will require support during their education.

“Special Education Provision means : For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools in the area.” (Education Act 1996)

Hardwick School strives to be a fully inclusive school. It acknowledges the range of issues to be taken account of in the process of development.  All pupils are welcome, including those with SEN, in accordance with the LEA Admissions Policy.  


The New Code of Practice for SEN (2014)

From September 2014 Hardwick has been implementing the new SEN Code of Practice and the recommendations are now fully in place. School Action and School Action Plus categories have been merged into one category of SEN Support. 

Our Special Educational Needs Co-ordinator is Mrs Claire Robertson.  She can be contacted via the school office on 01295 258355. 

Our Governor with responsibility for SEN is Mrs Sue English.  She can be contacted via the school office on 01295 258355.

Our SEN policy, Equality Scheme and Accessibility plan can be found via the link on the school website.  


Hardwick School Local Offer

We may offer the following range of provision to support children with SEND. Some interventions may be offered to all children and some may only occasionally apply to children with more complex needs.

Interventions include:

 Social Skills programmes/support including strategies to enhance self-esteem

  • Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)
  • Pre teaching of strategies and vocabulary
    • Strategies/programmes to support speech and language
    • Delivery of a planned speech and language programme provided by a speech and language therapist.

Mentoring activities

  • Use of talk partners
  • Support from a trained member of staff
    • Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
    • Delivery of a programme devised by the physiotherapist or occupational therapist
    • Additional practice and support with motor skills
    • Use of specialised equipment, such as pencil grips and scissors

Strategies to reduce anxiety/promote emotional wellbeing (including communication with


  • Alternative arrangements for times of anxiety – such as playtime
  • Special responsibilities
  • Encouragement to participate in extra curricula activities

Strategies to support/develop literacy inc. reading

  • Intervention programmes run for groups or individuals
  • Additional 1:1 reading with an adult
  • Library based initiatives such as the Book Club
  • 1:1 coaching in Year 6

Strategies to support modify behaviour

  • Provision of a Behaviour Support Plan
  • Use of school’s behaviour policies for play/lunch times and for in school

Strategies to support/develop numeracy

  • Small group support in numeracy lessons
  • Additional practice in counting, number bonds, tables etc. This may be sent home.
  • 1:1 coaching in Year 6

Provision to facilitate/support access to the curriculum

  • Specialist equipment
  • Development of a personalised curriculum

Strategies/support to develop independent learning

  • Use of a visual timetable
  • Use of checklists
  • Use of table top resources and displays

Planning and assessment

  • Use of a Pupil Profile (formally IEPs)
  • Differentiated planning and activities
  • Alternative assessment procedures or adult support given during assessment

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of


  • Liaison with a wide range of professionals
  • Close communication with parents

Access to Medical Interventions

  • Policy for the use of personal medication
  • Individual protocols for children with on-going medical needs or allergies
  • Access to and support from school nurse or other health professionals
  • All teaching staff first aid trained and specified staff trained as Designated First Aider
  • Provision of aids and equipment to support access and learning

Identification and assessment of pupils with Special Educational Needs

The school uses the County Guidance and Assessment Forms as a record for identification, assessment and provision.  The class teacher is primarily responsible for identifying children with special educational needs.  Initial concerns are discussed with parents and colleagues, including the SENCO.

Criteria for identifying and assessing SEN provision may include:

  • A child’s early development and/or the involvement of outside agencies before entry to school
  • A child whose performance was deemed poor when using the Foundation Stage Profile
  • Teacher or parental concern
  • Pupils who make little or no progress despite receiving a differentiated curriculum
  • Pupils who display poor communication skills, expressively and/or receptively
  • Pupils requiring greater attention than most in the class because of learning and/or behaviour difficulties
  • Pupils requiring specialist materials/equipment, or support for sensory/physical problems
  • Pupils who are working at National Curriculum levels significantly below those designated for their age
  • Pupils who score poorly on group tests or individually administered standardised tests of attainment and/or ability
  • Pupils who displace a specific difficulty in an area of the curriculum
  • A child transferring to the school with a school-based assessment already in place.


Partnership with Parents

At Hardwick School we are committed to working closely with parents and being open and realistic about children’s needs.  Parents will receive accurate information when they meet with teachers as that they have a full picture of their child’s skills and abilities, at whatever level, as well as their child’s behavioural and social adjustment at school.  The parents’ right to know about any particular problem will be respected.

Parents are involved in the initial identification of their child’s individual needs and subsequently remain part of the process of review.  Parents are consulted before any outside agencies are involved in assessing a child’s progress or behaviour, and are asked to support strategies instigated.

Parent consultation meetings are held termly, but parents are always welcome to arrange a mutually convenient time to discuss any aspect of their child’s schooling.  Parents are invited to termly and/or annual SEN reviews at all stages.  The SENCO is also available to discuss any concerns by appointment.

 Parents may contact the LEA Parent Partnership Service.

Our whole school approach to SEN demands that every member of staff takes responsibility for every pupil that they teach.  The SENCO provides guidance and support as required.


Our Professional Expertise

Our SENCO is a very experienced class teacher. She has recently completed the National SEND Award with Oxford Brookes University. 

All our teachers and teaching assistants are trained to work with children with Special Educational Needs.  This training is regularly updated. 

Advice is also sought from outside agencies where necessary in identifying, assessing and meeting children’s special educational needs.

The Educational Psychologist visits the school regularly each term, observing and assessing children, meeting with parents, class teachers and the SENCO.

Outreach teachers from both the Language Resource Base and Equip Service support children and staff within the school.

 Contact is made with Health Services, including the School Nurse, Occupational Therapist. Physiotherapist, Family Therapist, Speech and Language Therapist, and Social Services, as necessary for individual children in accordance with LEA procedures.

SEND Information Report COVID 19 addendum



From 20th March 2020, parents were asked to keep their children at home, wherever possible, and for schools to continue to provide care for a limited number of children: those who are vulnerable and children whose parents are critical to the COVID-19 response, who absolutely need to attend and who cannot be safely cared for at home. ‘Vulnerable children’ includes those supported by social care, those with safeguarding and welfare needs (including those on child in need and child protection plans), ‘looked after’ children, young carers, disabled children and those with education, health and care (EHC) plans.


This addendum of the Hardwick School SEND Information Report contains details of our individual arrangements and changes to our usual mode of working in the following areas:

  • Vulnerable children and eligibility     
  • Safeguarding, attendance and monitoring of wellbeing       
  • Arrangements for consulting parents of, and young people with, SEND    
  • Arrangements for assessing and reviewing children’s progress
  • Arrangements for supporting children in moving between phases of education     
  • Transition periods within school       
  • The approach to teaching children with SEND        
  • Support for emotional and social development
  • Working alongside other professionals


Please note: This annex should be read in tandem with the Hardwick School COVID-19 Safeguarding Policy Annex.




This is an Annex to the SEND Information Report, setting out the arrangements in place to support our children with Special Educational Needs and Disabilities during the COVID-19 related partial school closure starting from 20th March 2020.


Date Written

27th April 2020

Written By

Claire Robertson

Next Review

As required

Summary of changes

New addendum published for COVID-19 crisis


Vulnerable children

Vulnerable children include those children and young people up to the age of 25 with education, health and care (EHC) plans.


Those with an EHC plan will be risk assessed in consultation with the Local Authority and parents, to decide whether they need to continue to be offered a school place in order to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many children and young people with EHC plans can safely remain at home.


These risk assessments will consider a number of different risks to each individual, including:

  • the potential health risks to the individual from COVID-19, bearing in mind any underlying health conditions. This will be on an individual basis and with advice from an appropriate health professional where required
  • the risk to the individual if some or all elements of their EHC plan cannot be delivered at all, and the risk if they cannot be delivered in the normal manner or in the usual setting
  • the ability of the individual’s parents or home to ensure their health and care needs can be met safely
  • the potential impact to the individual’s wellbeing of changes to routine or the way in which provision is delivered
  • the availability of appropriately trained staff (school will liaise with the local authority if a place is needed for an eligible child, but the school is unable to provide the specialist staffing for it)


The Coronavirus Act 2020 allows the Secretary of State, where appropriate, to temporarily lift the statutory duty on local authorities to maintain the precise provision in EHC plans, with local authorities needing instead to apply ‘reasonable endeavours’ to support these children and their families. 


Safeguarding, attendance and monitoring of wellbeing


Hardwick School continues in its commitment to ensuring the safety and wellbeing of its children during this period of general school closure.


Where children with EHC plans take up an eligible place in school, Hardwick School will continue to ensure a safe space for these children to attend and flourish. The Headteacher/ Deputy Head will work alongside the SENCo to ensure that appropriate staff, facilities and provision are available to secure a safe, appropriate and positive placement for those children. The support appropriate to each child in this circumstance will be recorded and reviewed on an individual basis. Any updates to a child’s situation will be updated on their risk assessments which are then shared with the Local Authority and the Senior Management Team.


Hardwick School will refer to the Government guidance for education and childcare settings on how to implement social distancing and continue to follow the advice from Public Health England on handwashing and other measures to limit the risk of spread of COVID19.


Local authorities and education settings do not need to complete their usual day to day attendance processes to follow up on non-attendance. Having worked with parents and other professionals to decide whether children with EHC plans will be attending school, Hardwick School will then follow up on any pupil that they were expecting to attend, who does not attend for two consecutive days.


Where children with EHC plans do not take up a place in school and are cared for at home, an individual risk assessment will be completed and a communication plan will be put in place for the child. This will be recorded on risk assessments for each pupil which are shared with the Senior Leadership Team and the Local Authority.


The communication plans can include; remote contact, phone contact, virtual visits. Other individualised contact methods should be considered and recorded inline with Government recommendations.


Hardwick School, the DSL and SENCo will work closely with all stakeholders to maximise the effectiveness of any communication plan for children with EHC plans. This plan must be reviewed weekly and where concerns arise, the Head Teacher, DSL and SENCo will consider any referrals as appropriate.


For children with SEND, but without an EHC plan, who have not been offered a place in school, contact details for key staff will always be available on the school website. This will ensure that parents of children with SEND will always have a way of contacting and communicating with school staff where needed.


5.   Arrangements for consulting parents of, and children with, SEND


Working in partnership with children with SEND and their parents continues to be central to Hardwick School’s policies and practice.


The views of parents and children will be considered in determining whether children with EHC plans take up an eligible place in school, as detailed in Section 2 of this addendum.


For children with EHC plans who are being cared for at home, their individual risk assessments will include communication plans to ensure that regular contact is maintained with key school staff. These communications may include: individual expectations for home learning, discussions around appropriate learning activities, adaptations to learning resources/activities and discussions of strategies for supporting children at home.


For children with SEND, but without an EHC plan, signposts will be included within year group home learning to support them in accessing appropriate learning activities. School staff will also be mindful of the availability of support and resources when setting accessible home learning for children with SEND.


The school website will include contact details so that, should parents of children with SEND need to contact a member of school staff for additional support or guidance for home learning, they can do so.


Where statutory processes relating to SEND are in action, the school will continue to maintain communication with parents of, and children with, SEND so that their views are actively sought, considered and promoted.


6.   Arrangements for assessing and reviewing children’s progress


Hardwick School recognises that assessments and reviews of children’s progress will continue to be necessary for some purposes during this period of school closure, mainly for the purpose of statutory assessment and review for new or existing EHC plans and for other assessments being completed by external professionals, for example community paediatricians.


Where this is needed, key school staff will maintain communication with parents and relevant professionals to share, with necessary consents, the most current assessment information and professional observations that the school holds.


Where children’s EHC plans are due for review within the period of school closure, the school will discuss arrangements with parents, children, the Local Authority and professionals involved in the plan to decide whether arrangements for a ‘remote review’ should be made, or whether reviews should be postponed until it is possible to meet with all parties involved in the plan. The SENCo will make the necessary arrangements following this decision.


7.   Arrangements for supporting children in moving between phases of education


For children due to move between phases of education at the end of this academic year, Hardwick School will continue to make contact with the new settings to share necessary information to make children’s transitions as smooth as possible. The SENCo will make contact with SENCos in the new settings to share information on SEND needs. Where children with SEND would benefit from additional transition visits, every effort will be made to facilitate these where possible within DfE, PHE and government guidance.


For Year 6 children, key information will be shared with the secondary schools and school staff will request and complete conversations with named transition staff in secondary schools to discuss vulnerable children.


Hardwick School recognises that transition may be a particular concern for parents of children of SEND, and communication remains open for parents to contact key school staff to discuss this.


Hardwick School’s approach to supporting children with transition will continue to be reviewed in line with all available DfE and government guidance on school closure.


8.   Transitions within school


For children transferring between classes the SENCo will continue to inform the new class teacher of the pupil's needs. Additional transition work will be used where necessary to relieve any worries and doubt. New class social stories can be sent home to support with the changes where possible.


Any consultations that the school receives during this time will be responded to within the designated timescales unless illness prevents this.


9.   The approach to teaching children with SEND

Hardwick School recognises that children with SEND need access to home learning resources and activities which take account of their strengths and needs.


For children with SEND, but without an EHC plan, signposts will be included within year group home learning to support them in accessing appropriate learning activities. School staff will also be mindful of the availability of support and resources when setting accessible home learning for children with SEND.


Communication plans will be in place for any children with EHC plans being cared for at home to ensure that regular contact is maintained for discussion and setting of individual, appropriate learning activities, strategies and resources.


The school website will include contact details so that, should parents of children with SEND need to contact a member of school staff for additional support or guidance for home learning, they can do so.


10.   Support for social and emotional development


Hardwick School understands that children’s social and emotional development is particularly at risk within the current national climate and period of school closure.


Individual risk assessments for children with EHC plans will consider children’s social and emotional development and will ensure that communication plans are in place to enable at least fortnightly review. Regular contact between school staff and parents/children will be central to identifying when additional support may be needed. Where concerns are raised or are apparent within these communications, the child’s risk assessment will be reviewed by key school staff and appropriate action and onward referrals considered.


For all parents, key contact details are available on the school’s website so that they are always able to reach school staff for support if needed.


Hardwick Schoo will signpost parents to other professionals who may be able to support them and their children at this time, particularly the Educational Psychology Service. The school will also share parent and child-friendly leaflets with links to mental health and wellbeing support strategies and agencies.


11.   Working alongside other professionals


Hardwick School will continue to maintain contact with other professionals during this period of school closure. This will particularly include liaison with the Therapists and the Educational Psychology Service within the Local Authority. This service will be sharing resources which may be of use to parents and professionals during this time, and we will be adding links to these to our school website.


The SENCo holds contact details for external professionals already working with children with SEND including health and social care staff and will maintain both planned contacts and referrals of arising need. Contact details for the SENCo and key school staff are available via the school website should professionals need to make contact.


Hardwick School will signpost parents to appropriate external professionals as needed and will continue to fulfil authorised requests for information for assessment or review purposes.



This addendum to the information report will be reviewed in light of new government guidance as and when it is published.