SEND

Special Educational Needs (SEND)

At Hartwell School we are committed to supporting and educating each child to the very highest standards, regardless of any Special Educational Need or Disability (SEND).  Our daily interactions and teaching of children will always be informed by their unique needs.  We recognise that sometimes children require different approaches and strategies to just provide them with the equal opportunity that other children have.  We work very closely with families to identify and support any differences and/or needs and create a provision in school that allows each child to reach their own potential.

Our curriculum approach is compliant with our duties set out in the Equality Act 2010 and the Special Needs and Disability Regulations 2014 which ensures that every child's curriculum offer if fully accessible.

Our SENCO is:

Mrs Tracy Aldous

taldous@hartwell.school

Vision

At Hartwell Primary, our vision is to create an inclusive environment where every child, regardless of need, thrives academically, socially, and emotionally. We are committed to removing barriers to learning, fostering independence, and ensuring pupils with SEND have equal access to high-quality teaching, tailored support, and opportunities to succeed in life.

Intent, implementation and impact

Intent

  • Ensure that all children with special educational needs and/or disabilities are identified early, supported promptly, and enabled to achieve their full potential academically, socially and emotionally. This aligns with the school’s inclusive ethos and high expectations for every child.
  • Provide a curriculum, teaching and environment that is accessible to all children, reflecting the equality legislation (Equality Act 2010) and the school’s commitment to “meet the individual needs of our children”.
  • Foster independence, resilience and confidence in children with SEND so that they leave Hartwell as capable, self-assured learners and citizens.
  • Work in strong partnership with families, external specialists and agencies to coordinate support and to ensure children’s needs are met holistically (academically, socially, emotionally).
  • Promote inclusion in all aspects of school life—classroom teaching, extra-curricular activities, community involvement—so that children with SEND fully participate and contribute.

Implementation

  • Use a graduated response: identify, assess, plan, do, review. The school’s SEND Information Report shows a clear pathway: identification via teacher assessment, then “additional SEND support” if needed, and then potentially an Education, Health & Care Plan.
  • Strong leadership and coordination: the school has a SENCo (Mrs Tracy Aldous) and a policy / information report describing how the school supports children with SEND.
  • Quality First Teaching (differentiation and scaffolding in all lessons) with additional tailored interventions for children with SEND—ensuring that the curriculum offer is accessible and ambitious.
  • Regular monitoring of progress for children with SEND, through formative assessment, tracking of interventions, and review meetings with SENCo, classroom teacher, parent and (where relevant) external professionals. The plan-do-review cycle is indicated in the SEND report.
  • Collaborative work with external agencies and specialists (e.g., speech & language, occupational therapy, educational psychology) when indicated, to provide support and build capacity within school.
  • Inclusive classroom practice and planning: lessons are designed to include all pupils; resources and approaches adjusted so children with SEND are engaged, can access the curriculum and make progress.
  • Communication with parents/carers: early and ongoing contact, sharing of targets and review of progress, ensuring parents are partners in their child’s learning and support.
  • Use of data and tracking systems (e.g., provision maps) to record interventions, monitor impact and plan next steps. The SEND information report mentions provision mapping via Edukey.
  • Staff professional development: ensuring teachers and support staff have the training and resources to meet the needs of pupils with SEND, reflecting the school’s vision of high standards for all.
  • Promote independence, self‐regulation and self‐confidence in pupils with SEND, consistent with the school’s values of trust, well-being, respect, enthusiasm.

Impact

  • Pupils with SEND make strong progress from their starting points, narrowing any attainment gaps and achieving age-expected (or above) outcomes where appropriate.
  • Pupils with SEND feel valued, included and are confident participants in lessons, extra-curricular activities and the social life of the school.
  • Positive feedback from parents/carers of pupils with SEND reflect satisfaction with the quality of support, communication and outcomes.
  • The inclusive ethos of the school is visibly embedded: staff planning and classroom teaching reflect differentiation, flexible grouping, and interventions.
  • Children with SEND are able to transfer to the next phase of education with confidence, readiness and skills for independence, supporting the school’s vision of preparing children for lifelong learning.
  • The school meets its statutory duties (e.g., under the Equality Act 2010, SEND Code of Practice)and evidence (from monitoring, review, tracking) shows continuous improvement in provision for SEND.

Involving children and families in the process

At Hartwell, we believe that effective SEND support is built on strong collaboration between school, families, and pupils. We ensure that parents and pupils have a voice in every stage of the process.

How parents are involved

  • Early Identification: Parents are consulted as soon as concerns arise, and we work together to agree on next steps.
  • Regular Reviews: Parents attend termly SEND review meetings and annual EHCP reviews (where applicable) to discuss progress and adjust support.
  • Feedback Opportunities: We welcome parent feedback through questionnaires, email communication, and informal meetings with the SENCO or class teacher.
  • Co-Production of Plans: Parents help shape Individual Education Plans (IEPs) or SEND Support Plans, ensuring strategies reflect both home and school perspectives.

How pupils are involved

  • Pupil Voice: We gather pupils’ views through interviews, pupil questionnaires and visual tools to understand what helps them learn best.
  • Participation in Planning: Pupils contribute to their own IEP targets, where applicable, and strategies, promoting independence and ownership of their learning.
  • Regular Check-Ins: Staff check in with pupils to review progress and adjust support based on their feedback.

Transition

At Hartwell Primary School, we understand that transitioning from one stage of education to another can feel exciting but also challenging—especially for children and young people with Special Educational Needs and Disabilities (SEND). We understand that successful transitions are key to building confidence, reducing anxiety, and ensuring continuity in learning and support.

What do we mean by transition? 

Transition includes any significant change in a child’s educational journey, such as:

  • Starting school or nursery
  • Moving between year groups or key stages
  • Transferring to a new school
  • Transferring to secondary school

How we support transition

  • Individual Planning: We work closely with families, professionals, and the child to create a tailored transition plan.
  • Visits and Familiarisation: Opportunities for visits, meet-and-greet sessions, and visual guides to help children feel comfortable.
  • Information Sharing: Clear communication between settings to ensure all needs are understood and supported.
  • Emotional Support: Strategies to reduce anxiety and build resilience during change.

Our goal is to make every transition as smooth and positive as possible, ensuring that each child feels safe, supported, and ready for their next step.

Further support and guidance

Transitioning from Pre- school or Nursery

SEND and You – Transition Planning

The Good Schools Guide – Moving to Secondary with SEND

Practical tips: preparing a pupil profile, communication with SENCO, buddy systems, and EHCP considerations.

Secondary Transition Advice [goodschool...uide.co.uk]

YoungMinds – Transition Resources

Includes Find Your Feet activities, parent webinars, and tips for managing anxiety during the move to secondary school.

YoungMinds Transition Support [youngminds.org.uk]

Local Offer

The Local Offer explains the support available for children and young people (0–25) with SEND in Northamptonshire.

Parent support

FAQs 

1. What does SEND mean?

SEND stands for Special Educational Needs and Disabilities. It refers to children who need additional support to access learning and make progress.

 

2. How do I know if my child has SEND?

If your child is finding aspects of learning or school life difficult, we will work with you to identify their needs. This may involve observations, assessments, and discussions with you.

 

3. What should I do if I think my child needs extra help?

Speak to your child’s class teacher or our SENCO (Special Educational Needs Coordinator). We will listen to your concerns and agree on next steps.

 

4. How does the school support children with SEND?

We use a graduated approach:

Assess – Plan – Do – Review

This means we regularly check progress, adapt strategies, and involve parents and pupils in planning.

 

5. Will my child get an Education, Health and Care Plan (EHCP)?

Not all children with SEND need an EHCP. If your child requires significant support beyond what the school can provide, we may apply for an EHCP in partnership with you.

 

6. How are parents involved in the SEND process?

Parents are invited to review meetings, can give feedback, and help shape support plans. We value your input at every stage.

 

7. How are pupils involved?

We listen to pupils’ views through pupil voice activities, and they help set personal goals. Their opinions matter in planning support.

 

8. What specialist services can the school access?

We work with external professionals such as Educational Psychologists, Speech and Language Therapists, and Occupational Therapists when needed.

 

9. Where can I find more information and support?

Useful documents

SEND Policy

Hartwell Primary School SEND Information Report

Disabled Access Information

SEND Behaviour Support at Home

SEND pupil voice