Harpur Hill Primary School

Trent Avenue, Buxton, Derbyshire SK17 9LP

01298 23261


Special Educational Needs and Inclusion Policy 

Date: June 2017              Review: June 2018     


Harpur Hill Primary School is committed to providing an appropriate and high quality education for all.  We believe that all children, including those identified as having special educational needs and disabilities (SEND), have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.  

We believe that all children should be equally valued in school.  We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. 

Harpur Hill Primary School is committed to inclusion.  We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. We are committed to giving all our children every opportunity to achieve the highest of standards. This policy helps to ensure that this happens for all the children in our school – regardless of their age, gender, ethnicity, attainment or background.  

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.  

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We pay particular attention to the provision for and the achievement of different groups of learners:  

  • girls and boys

  • minority ethnic and faith groups, travellers, asylum seekers and refugees

  • learners who need support to learn English as an additional language (EAL)

  • Looked After Children

  • learners with special educational needs

  • learners who are disabled

  • those who are gifted and talented

  • others such as those who are sick; those who are young carers; those who are in families under stress;

  • any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the needs of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school. 

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.  We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. 

At Harpur Hill Primary School we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve his or her full potential. 

The SEN Co-ordinator (SENCO) is Miss N Marsh. All staff are responsible for children with SEN. 

Our aims:

We aim to achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions: 

  • Do all our children achieve as much as they can?

  • What are we doing for those children who we know are not achieving their best?

  • Are our actions effective?

Our objectives are:

  • To identify pupils with SEND as early as possible to ensure their educational needs are met.

  • To set high expectations to ensure that the SEN of all pupils are identified and met throughout the school through an inclusive classroom.

  • To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented effectively across the school.

  • To enable children to acquire skills, concepts and knowledge relevant to future life.

  • To involve parents/carers at every stage in plans to meet their child’s additional needs.

  • To involve the children themselves in planning and in any decision making that affects them.

  • To offer all pupils access to a broad, balanced curriculum that provides every pupil with the opportunity to experience success in learning and to achieve their full potential.

  • To deploy a range of teaching and learning styles so that all pupils can take part in lessons fully and effectively, providing equality of opportunity.

  • To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with special educational needs.

  • To monitor the progression of all pupils in the four broad areas specified in the SEN Code of Practice i.e. communication and interaction, cognition and learning, behaviour, emotional and social development and sensory and/or physical development.

  • To ensure all children with SEND are supported to access learning within their classroom alongside their peers.

  • To provide full access to the curriculum* through a differentiated curriculum involving class teachers, SENCO and support staff as appropriate.

 (*Except where disapplication, arising from an Education Health and Care Plan (EHCP), occurs. Disapplication is rare, and we aim to offer the full curriculum to all our pupils.) 

  • To provide specific input, matched to individual needs, in addition to differentiated classroom provision, for those pupils recorded as having Special Educational Needs. Pupils may access additional support where this, as a strategy, is effective and impacts upon progress.

  • To liaise with outside agencies to ensure high quality provision.

 Areas of Special Educational Need  

 Cognition and Learning 

  • Moderate Learning Difficulties (MLD) – characterised by low attainment across the curriculum

  • Specific Learning Difficulties (SpLD) – where there is a mismatch between the child’s potential and their actual performance in specific skills areas. Often pupils demonstrate an erratic profile of strengths and weaknesses.

 Behavioural, emotional and social difficulties 

  • Where learning is interrupted as a result of behavioural patterns

 Communication and interaction difficulties  

  • Speech and Language difficulties

  • Autistic Spectrum Disorder

 Sensory and physical difficulties 

  • Hearing Impairment

  • Visual Impairment

  • Physical and mental difficulties

 Roles and responsibilities  

We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement through ensuring that staff adhere to their roles and responsibilities. When planning their work, teachers take into account the abilities of all children. For some children, we use the objectives from earlier year groups or key stages, to enable pupils to access learning at their level and move forward.  

When the attainment of a child falls significantly below the expected level, teachers enable the child to succeed by planning work that is in line with that child’s individual needs. In some cases, this may require mixed age teaching.  

Where the attainment of a child significantly exceeds the expected level of attainment, teachers extend the breadth of work within the areas for which the child shows particular aptitude.   

Teachers are familiar with the relevant equal opportunities legislation covering race, gender and disability.  

The class teacher must:  

  • Be responsible and accountable for the pupils they teach.

  • Have high expectations of pupils with SEND.

  • Be aware of the school’s policy for the identification and assessment of pupils with SEND and the provision it makes for them.

  • Be responsible for the initial identification of a pupil’s special needs through observation of classroom practice and ongoing assessment and inform the SENCO of any concerns.

  • Work closely with the SENCO to provide all the information necessary in order to assist them in devising an effective plan for the pupil, which will be in addition to an already differentiated curriculum.

  • Must inform the parents of the decision to move a child onto or off the SEN register.

  • Decide on the best way for the parents to contribute to the child achieving their targets.

  • Attend any review meetings required with the SENCO, parent and, if appropriate, the child, until such time as the school decides that the pupil no longer requires the intervention in place or that the pupil needs to gain support from the next stage in the process.

  • Inform the SENCO of any problems that may arise between reviews.

  • Organise the timetable, class grouping and all available resources so that the pupil receives all possible support to reach the targets.

  • Ensure the delivery of the individual programme for each SEND child.

  • Read through the agreed targets on any plan put in place and share them with the pupil as an informal contract between teacher and pupil.

  • Maintain on-going liaison with the pupil regarding progress.

 The special educational needs co-ordinator (SENCO) will:  

 Have the ‘National Award for Special Educational Needs Co-ordination’ qualification or relevant experience.

  • Lead the development of SEND throughout the school.

  • Work with the Head Teacher to oversee the day to day provision for pupils with SEND within the school including those with education, health and care (EHC) plans.

  • Work in collaboration with the class teacher to prepare and keep up to date Individual Education Plans (IEPs) using results of teacher assessments or other test results.

  • Provide advice and teaching strategies to teachers and support staff.

  • Liaise with parents, informing them of their child's special educational needs and keeping parents up to date with the special educational needs provision for their child.

  • Arrange meetings for parents with the school nurse, external support teachers or the educational psychologist.

  • Organise in-house and external support for a pupil with SEND and monitor this support.

  • Ensure pupils with SEND have full access to the curriculum, are included in all school events and extra-curricular activities.

  • Help select, train, organise and manage a team of teaching assistants;

  • Undertake classroom observations to ensure differentiated teaching methods are being used.

  • Track the progress of children with SEND through the use of provision maps to give an overview of programmes and interventions that have been used with different groups of pupils and to monitor the levels of intervention. Ø Maintain records of all children with SEND.

  • Organise annual reviews and work with outside agencies;

  • Work with feeder or transition schools before a child moves into another setting to plan and prepare for transition.

  • Annually report to the Governing Body on the success and development of SEND.

  • Complete official paperwork, but distribute to the class teacher any relevant paperwork which may be more appropriate for them to complete.

  • Make the decision, based on all available evidence, after a reasonable period of time and in agreement with the class teacher and parent, that the pupil no longer requires the intervention or that the pupil needs to move on to the next stage.

 The governing body:  

  • Ensures that provision is made for pupils who have SEN and that they have full access to the curriculum, as appropriate.

  • Will co-operate with the local authority.

  • Will publish the SEND information and report in the school’s website and ensure it is reviewed annually.

  • Will ensure the SENCO is carrying out their duties as set out in this policy.

  • The SEN Governor will meet with the SENCO twice a year and report back to the governing body.

  • Has regard to the Code of Practice when carrying out its duties to pupils with SEN.

 The governor with responsibility for Special Educational Needs is:   Dr David Smith  

 The Head Teacher: 

 Has overall responsibility for management of the policy, for assessment and provision for pupils with special educational needs and for keeping the governors informed. Any complaints about general or specific provision will be referred to the head teacher in the first instance.  

 Co-ordination of SEN provision 

 We follow the Derbyshire Local Authority criteria for Special Educational Needs. To meet additional learning needs we use personalised learning approaches and intervention programmes including stage (not age) appropriate groupings for targeted support.  

Multi-disciplinary/interagency co-operation is in place to ensure provision meets the needs of the children with SEN.  We may commission specialist services directly. Such specialist services include, but are not limited to: 

  •  Educational psychologists
  • Child and Adolescent Mental Health Services (CAMHS)

  • Specialist teachers or support services, including specialist teachers with a mandatory qualification for children with hearing and vision impairment, including multi-sensory impairment, and for those with a physical disability.

  • Therapists (including speech and language therapists, occupational therapists and physiotherapists)

Management of SEN within the school 

Parents will always be kept informed of any additional or different provision being given, reflected in the child’s highlighted provision map and/or plan, and are invited to contribute to reviews of their child’s progress. 

Pupils who make slower progress will be given carefully differentiated learning opportunities to help them progress with regular and frequent careful monitoring of their progress, which will involve the parents/carers and children working in partnership with the school.  Early identification, assessment and intervention are the key to meeting the needs of the individual children. 

Strengths as well as weaknesses are recognised and we endeavour to involve all children in the activities of the school. 

Identification, assessment and review 

We are committed to early identification and intervention for children who may have SEN. More detailed observations are made in a variety of contexts as well as careful monitoring of the curriculum and we obtain information from parents/carers and any other records from previous schools the children may have attended. If further assessment is required, we use a range of formal and informal assessments to help us determine the child’s strengths and area for development.  The following assessments are utilised to help us identify and implement the appropriate strategies for the child:   

  • Common Exception Word (CEW) checklists

  • Age-related spelling tests

  • Phonic checklists

  • Spellings linked to Sound Discovery

  • Sound Discovery Baseline Assessment

  • Boxhall Profile

  • Independent, assessed work

  • Teacher assessments

  • Standardised tests

  • P-Levels to level children’s attainment, where appropriate

  • Bridging the Gap materials for children who have reached P8, but are not yet working at WTL Y1

  • Samples of children’s work annotated to show area of difficulty or progress

  • Salford Reading Test

The graduated response, adopted in the school, recognises that there is a continuum of needs.  This is recommended in the SEN Code of Practice and is in line with Local Authority policy. The school follows the Code of Practice process for identification and assessment of need.

WAVE 1:  Quality First Teaching  

Wave 1 is about what should be on offer for all children: the effective inclusion of all pupils in high quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; new vocabulary will be carefully explained; lively, interactive teaching styles will be used and maximum use made of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour. 

WAVE 2: Class/School support   

Wave 2 describes class strategies for personalising learning, whether this be targeted smallgroup intervention for pupils who can be expected to catch up with their peers, effective resourcing enabling pupils to access reminders and/or prompts; a buddy system to enable further practice of key skills; small group support across different ages and phases and/or advice and support sought from external agencies. Wave 2 intervention is designed for children whom require support that is additional to or different from that provided at the Quality First Teaching stage. Therefore, the nature of this support is personalised to the pupil requiring the support and will usually be documented in a personal plan.   

WAVE 3:  Education, Health and Care Plan (EHCP) and GRIP  

A small number of pupils, whose needs are complex and long term may require a greater level of support than that provided at Wave 1 or 2. It may need to be a more intensive programme, involving more individual support and/or specialist expertise. For these pupils a request will be made to the Local Authority to conduct an assessment of educational, health and care needs. This may result in an ECHP. These replace what was formerly known as Statements of Special Educational Needs. Children who currently have statements will continue to maintain this until such time as the transition is made to an ECHP. Where a pupil’s needs are not as evidently complex for an ECHP and are more specific and not necessarily long term, then an application for GRIP can be made.

The support or plan in place is continually under review to ensure that the appropriate targets set provide success for the child and progress is being made.  The parents/carers and children are involved in this review.  


Links with other agencies: 


  • The school is committed to involving parents/carers whenever it is practically possible. This is a commitment to all parents but is especially important in the case of those whose children are identified as having a SEN. 

  • Records of all children are sent to the receiving educational establishment for their attention.

  • The SENCO endeavours to discuss with receiving staff any children identified as needing additional or different provision to enable continuity of support.

  • Partnership with parents/carers:

  • Parents/carers are notified early if we have any concerns and there is always a willingness to listen to issues brought forward for discussion.

  • We share information with parents/carers in informal conversations and individual meetings.

  • Parents/carers are involved in reviewing progress and setting targets with appropriate intervention strategies to help the child both at school and at home.

  • Parents and carers are encouraged to use the Parents Partnership Service for support and advice or to bring an appropriate relative/friend to meetings if they wish to do so

  • We promote a culture of co-operation between parents, schools, LA’s and others. This is important in enabling anyone with SEN to achieve their full potential 

  • We respect the differing perspectives of all parties concerned with children with SEN and seek constructive ways of reconciling different viewpoints

  • We respect the differing needs of parents/carers such as disability or communication and linguistic barriers Ø Pupil participation: 

  • Children who are capable of forming views have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the children in school are given due weight according to their age, maturity and capability. 

  • Pupils participate, where possible, in all the decision making processes, including setting targets and contributing to their plans, discussing their choices, assessment of needs and in the review procedures


Admission and Inclusion  

All teachers in the school are teachers of children with Special Educational Needs.  As such, Harpur Hill Primary School adopts a 'whole school approach' to special educational needs which involves all staff adhering to a model of good practice.  The staff are committed to identifying and providing for the needs of all children in a wholly inclusive environment.  Inclusion is regarded as crucial to the policy, in line with that of the Local Authority. 


The school operates an Equality Policy for children with special educational needs who are afforded the same rights as other children.   This includes both those children with EHCP and those others with less significant special educational needs. 


Arrangements for the Treatment of Complaints 


Complaints Procedure

As we always work closely with parents, consulting them regularly, it is hoped that complaints

about SEND provision will be rare. However, should there be a complaint, the following procedure should be adopted:

  1. Parents are encouraged to discuss the problem with the class teacher, together with the SENCO.

  2. If the problem is not resolved, then the parents should make an appointment to discuss

the problem with the Head teacher. If necessary, parents may complain to the Governors in writing. The complaints procedure is on the school website.

  1. If the problem remains unresolved, the parents have the right to discuss their problems with an LA representative, with or without members of the school staff present. If appropriate the Derbyshire Information, Advice and Support Service for SEND can become involved to support the parents and give advice.