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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

Mentoring activities

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


Strategies to support/develop literacy inc. reading

Strategies to support modify behaviour

Strategies to support/develop numeracy

Provision to facilitate/support access to the curriculum

Strategies/support to develop independent learning

Planning and assessment

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


Access to Medical Interventions

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.

 Click here to view our Accessibility Plan