SEN and Inclusion

Inclusion, defined clearly, is simply “including all”.

At Heron Park Primary Academy we have an inclusive approach to teaching and learning for all children.

We have an inclusion team led by our SENDCo. The team consists of a Special Education Needs (SEN) Teaching Assistants. This team supports inclusive practice across the school, provides support and intervention for individuals and groups and works with parents and families.

We see the provision of SEN as a partnership between home and school and meetings will be arranged with parents to discuss any concerns or the transition process. By working closely together we can help to ensure that a child’s individual needs are catered for.

In accordance with the SEN Code of Practice guidelines we have a number of stages of recognition of a child’s need for additional support. The first of these is an awareness that a child may need some support. The child’s class teacher will monitor progress, set targets and meet with parents. Teachers will then follow this by discussing the child with the SENDCo team.

A pupil has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.

At Heron Park we will assess each pupil’s current skills and level of attainment on entry to the school. We will make regular assessments of progress for all pupils. These will seek to identify pupils making less than expected progress given their age and individual circumstances. This is progress which:

  • 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

The first response to less than expected progress will always be high quality teaching targeted at the pupil’s area of weakness.

In identifying a child as needing SEND support, the class teacher, working with the SENDCO, will carry out a clear analysis of the pupil’s needs including the individual’s development in comparison to their peers and national data.

At Heron Park we are alert to emerging difficulties and respond early. For some children, SEND can be identified at an early age. However, for other children difficulties become evident only as they develop.

We recognise that parents know their children best and listen and understand when parents express concerns about their child’s development. We also listen and address any concerns raised by children themselves.

SEND support will be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. All SEND children will have an assess, plan, do, review plan that will have SMART targets for children to achieve. These will be carried out at least 3 times a year. Teachers will be asked to carry out one of these before a child is considered to need SEN support

At Heron Park an Additional Needs Plan is used when, despite the appropriate targeted support, a child continues to make little or no progress or to work at levels considerably below those of their peers. Many of these children are likely to be receiving support from other agencies.

Where, despite taking relevant and purposeful action to identify, assess and meet the SEND of the child, the child has not made expected progress, consideration will be given to requesting an Education, Health and Care assessment.

In considering whether an EHC  needs assessment is necessary the Local Authority will consider the evidence of the action already being taken by the school to meet the child SEND.  An EHC needs assessment will not always lead to an EHCP.

The purpose of an EHCP is to make special educational provision to meet the special educational needs of the child, to secure improved outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. The EHCP also specifies the arrangements for setting shorter term targets at school level.


More information will be made available to those parents whose child may need this level of support.

In addition to the statutory SEND provision we also provide a variety of intervention groups including; behaviour support groups, nurture groups and language groups. If we feel that your child would benefit from working in one of these groups you will be contacted to discuss the matter. These groups have proved highly successful and have greatly benefited the children. Parents have been extremely positive about the effect that working in these groups has had on their child.

If you require any additional information concerning Special Educational Needs provision please contact the SENDCo at the school.