Special Educational Needs and Disabilities (SEND)

At Harper Green School, we work extremely hard to ensure all students achieve their educational potential. Our dedicated team of SEND specialists is committed to providing high-quality support for students with additional needs, working closely with parents, carers, teaching staff and external agencies to ensure every young person receives the guidance and support they need to thrive.

Through close working relationships with our feeder primary schools, we identify students' needs as early as possible to ensure the right support is in place from the very beginning of their Harper Green journey. Our experienced SEND team works closely with teaching staff to provide personalised support for students who require additional help to access the curriculum and reach their full potential.

Support may be delivered through one-to-one intervention, small group sessions or additional support within lessons from our experienced Teaching Assistants and Learning Support Team.

We aim to enable as many students as possible to access the full National Curriculum by providing appropriate support where needed. Our curriculum and teaching approaches are designed to ensure every student is appropriately challenged and supported in their learning, enabling all learners to achieve their very best.

A student may have a Special Educational Need or Disability (SEND) if they have:

A significantly greater difficulty in learning than the majority of others of the same age; or
A disability which prevents or hinders them from making use of facilities generally provided for others of the same age in mainstream schools.

Contact Our SENCO

If you think your child may have a Special Educational Need or Disability (SEND), we encourage you to contact our Special Educational Needs Coordinator (SENCO) to discuss your concerns.

Mrs Zoe Mulvey
Special Educational Needs Coordinator (SENCO)

Email: mulveyz@harpergreen.net

Telephone: 01204 572941

You can also speak to your child's Pastoral Team, who will be happy to discuss your concerns and pass them on to the SENCO where appropriate.

The Learning Hub

The Learning Hub is our dedicated provision for students who require additional academic, emotional or pastoral support. It provides a welcoming and inclusive environment where students can access tailored interventions to help remove barriers to learning, accelerate progress and enable them to achieve their full potential.

Students may receive one-to-one support, small group interventions or specialist teaching, depending on their individual needs. The Learning Hub also provides personalised intervention programmes for students with SEND and those who may benefit from additional support with their emotional wellbeing or mental health.

Our aim is to ensure every student is fully included in school life, feels supported and is able to access the curriculum successfully alongside their peers.

Our school currently provides additional and/or different provision for a range of needs, including:

Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory and/or Physical Difficulties

Our Approach to SEND

The information below explains our approach to SEND, including how we identify students' needs, the support we provide, how we work in partnership with parents and carers, and how we help every student to thrive at Harper Green School.

What are the aims and objectives of the SEND provision at Harper Green School?

Our SEND policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice 2015 and Part 3 of the Children and Families Act 2014 and the Special Educational Needs and Disability Regulations 2014 which set out schools' responsibilities for supporting students with SEND, including Education, Health and Care (EHC) Plans, SEND Coordinators (SENCOs) and the publication of SEND information.

At Harper Green School, we aim to:

Work within the guidance set out in the SEND Code of Practice (2015).
Provide an experienced SENCO to lead and coordinate our SEND provision.
Create a welcoming, inclusive and safe learning environment that meets the needs of all students.
Identify and assess students with Special Educational Needs and/or Disabilities as early as possible and provide appropriate support within the school setting.
Ensure all students with SEND make the best possible progress and achieve their full potential.
Support students with SEND to access all aspects of school life, including the curriculum, enrichment opportunities and extracurricular activities.
Promote confidence, independence and self-esteem, recognising that every student is unique.
Work in partnership with parents, carers, students and external agencies through effective communication and collaborative working.

Which Staff Have Responsibility for Students with SEND?

Supporting students with SEND is the responsibility of all staff at Harper Green School. Every member of staff plays an important role in ensuring students receive the support they need to achieve their potential. In addition, several key members of staff have specific responsibilities for leading and coordinating SEND provision across the school.

The SENCO

Our Special Educational Needs Coordinator (SENCO) is Mrs Zoe Mulvey. If you have any concerns or questions about your child's SEND, please contact Mrs Mulvey in the first instance using the contact details provided above.

The role of the SENCO is to:

Work with the Headteacher and SEND Governor to determine the strategic development of the SEND policy and provision across the school.
Have day-to-day responsibility for the operation of the SEND policy and the coordination of specific provision for students with SEND, including those with Education, Health and Care (EHC) Plans.
Provide professional guidance to colleagues and work with staff, parents, carers and external agencies to ensure students with SEND receive appropriate support and high-quality teaching.
Advise on the graduated approach to providing SEND support.
Advise on the effective deployment of the school's delegated budget and other resources to meet students' needs.
Act as the main point of contact for external agencies, particularly the local authority and its support services.
Liaise with future education providers to ensure students and their parents or carers are informed about available options and that effective transition arrangements are in place.
Work with the Headteacher and Governing Board to ensure the school meets its responsibilities under the Equality Act 2010 in relation to reasonable adjustments and access arrangements.
Ensure SEND records are accurate and kept up to date.

The SEND Governor

The SEND Governor can be contacted through the school.

The role of the SEND Governor is to:

Help raise awareness of SEND issues at Governing Board meetings.
Monitor the quality and effectiveness of SEND provision and report to the Governing Board.
Work with the Headteacher and SENCO to determine the strategic development of the SEND policy and provision across the school.

The Headteacher

The Headteacher, Ms S Heppenstall, is responsible for:

Working with the SENCO and SEND Governor to determine the strategic development of the SEND policy and provision across the school.
Having overall responsibility for the provision and progress of students with SEND.

Class Teachers

Every class teacher is responsible for:

The progress and development of every student in their class.
Working closely with Teaching Assistants and specialist staff to plan, assess and review the impact of support and interventions, ensuring they are effectively linked to classroom teaching.
Working with the SENCO to review each student's progress and development and determine whether any changes to provision are required.
Implementing the school's SEND policy and ensuring high-quality teaching for all students.

How Do We Identify and Assess the Needs of Students with SEND?

We assess each student's current skills and levels of attainment when they join Harper Green School, taking into account all relevant information from previous schools and settings. Class teachers regularly monitor the progress of all students and identify those whose progress:

Is significantly slower than that of their peers from similar starting points.
Fails to match or improve upon their previous rate of progress.
Fails to close the attainment gap between themselves and their peers.
Results in a widening attainment gap.

This may include progress in areas other than academic attainment. Slower progress or low attainment alone does not automatically mean a student has SEND.

When deciding whether special educational provision is required, we begin by considering the desired outcomes, including the student's expected progress and attainment, alongside the views and wishes of the student and their parents or carers. This enables us to determine the support required and whether this can be met through our high-quality teaching and adaptive classroom practice, or whether additional or different provision is needed.

How Do We Consult and Involve Students and Parents/Carers?

Working in partnership with students and their parents or carers is an important part of our SEND provision. We encourage open communication and involve families at every stage of the process to ensure the best possible outcomes for each student.

When identifying whether a student requires special educational provision, we will have an early discussion with the student and their parents or carers. These conversations help to ensure that:

Everyone develops a clear understanding of the student's strengths and areas of need.
Any concerns raised by parents or carers are listened to and taken into account.
Everyone understands the agreed outcomes being worked towards.
Everyone is clear about the next steps and the support that will be provided.

Parents and carers will be formally notified when it is decided that a student will receive SEND support.

Parents and carers of students on the SEND register have regular opportunities to discuss their child's progress and provision. This includes Parents' Evenings, termly review meetings and, where appropriate, Annual Reviews for students with an Education, Health and Care (EHC) Plan. These meetings provide an opportunity to review progress, discuss provision and ask any questions.

The Learning Hub encourages regular communication between home and school. This may include:

Home/school diaries
Target cards
Letters
Emails
Telephone calls
Termly review meetings
Transition review meetings

Communication is primarily coordinated through the SENCO, Associate Senior SEND Officer and the Pastoral Teams.

Students are encouraged to attend Annual Reviews, Parents' Evenings and additional review meetings where appropriate, enabling them to contribute to discussions about their progress, support and future goals.

Some students with SEND may also be allocated a key worker. Key workers meet with students regularly to discuss their progress, provide ongoing support and act as a trusted first point of contact whenever needed.

How Do We Assess and Review Students' Progress Towards Outcomes?

We follow the graduated approach set out in the SEND Code of Practice, using the four-part cycle of Assess, Plan, Do and Review. Parents and carers are involved at every stage of this process to ensure the support provided continues to meet their child's needs.

Assess

The class or subject teacher, working alongside the SENCO, will carry out a clear analysis of the student's needs before identifying whether SEND support is required. This assessment will draw on:

the teacher's assessment and experience of the student
previous progress, attainment and behaviour
assessments from other teachers, where appropriate
the student's development in comparison with their peers and national data
the views and experience of parents or carers
the student's own views
advice from external support services, where appropriate.

The assessment is reviewed regularly to ensure it continues to reflect the student's needs.

Plan

The class or subject teacher and SENCO will agree the support and interventions to be put in place. Parents and carers will be consulted throughout this process, and where appropriate, support will be recorded in a school-based SEND support plan.

Do

The class or subject teacher remains responsible for the student's day-to-day learning and progress. Additional interventions may be delivered alongside high-quality, adaptive teaching, with the aim of enabling students to access the curriculum successfully alongside their peers.

All staff working with the student will be made aware of their needs, the outcomes being worked towards, the support in place, and any recommended teaching strategies or approaches.

Review

The class or subject teacher and SENCO will regularly review the effectiveness of the support provided, considering the impact of interventions and the student's progress. Any necessary changes to provision will be agreed in partnership with the student and their parents or carers to ensure support continues to meet their needs.

How Do We Support Students with SEND Through Transition and Preparation for Adulthood?

Supporting students through key stages of their education is an important part of our SEND provision. We work closely with families, schools, colleges and external agencies to ensure every student experiences a smooth and successful transition.

Transition from Primary to Secondary School

We begin working with our partner primary schools during the summer term to share information and ensure appropriate support is in place from the very start of each student's journey at Harper Green.

Where appropriate, students with SEND may benefit from:

Visits from Harper Green staff to their primary school.
Additional transition visits to familiarise themselves with the school at different times of the day.
Opportunities to visit the Learning Hub and meet key members of staff.
A personalised transition programme tailored to their individual needs.
Support from the Ladywood Outreach Service during the transition process.

Transition from Key Stage 4 to Post-16 Education

As students prepare for the next stage of their education or training, we provide personalised support to help them make informed choices about their future.

This may include:

Visits to colleges, alternative providers and other post-16 settings.
Support with work experience, college visits and interviews.
Liaison between the SENCO, Careers Education, Information, Advice and Guidance (CEIAG) Lead, and Post-16 Progression Manager.
Introductions to the Connexions service and appointments with a careers adviser to support applications and future planning.
Ongoing communication with parents and carers throughout the transition process.
Sharing relevant information with colleges or other education providers, in agreement with the student and their parents or carers, to support a smooth transition.

What Is Our Approach to Teaching Students with SEND?

Teachers are responsible and accountable for the progress and development of every student in their class.

High-quality teaching is the first step in meeting the needs of students with SEND. Our teachers adapt their teaching to ensure all students can access the curriculum, achieve their potential and make good progress.

All teaching staff have access to student passports, which provide information about individual learning needs, recommended teaching strategies and appropriate classroom adaptations. Staff receive appropriate training and resources to ensure they can tailor their teaching to meet the needs of every learner.

Students who require additional support may also be allocated a Learning Support Mentor. Mentors meet regularly with students to discuss any issues or concerns, set academic targets and provide additional pastoral support where needed.

Interventions delivered by our Inclusion Team may include:

Basic numeracy
Basic literacy
Additional Mathematics and/or English
Corrective Reading
SuccessMaker
IDL Cloud – an ICT based intervention that can also be accessed at home
Teen Talk/Lego Therapy
Social skills programmes
Behaviour intervention
Anger management
1:1 key worker support
Specific learning difficulties support through dyslexia and dyscalculia programmes
Nurture group
Resilience work
LASS testing
Working memory support
Boxall Profiling

The support and interventions provided are tailored to each student's individual needs as part of the Assess, Plan, Do, Review cycle. The impact of all interventions is monitored and reviewed regularly to ensure students make the best possible progress. Parents, carers and students are involved throughout the process and kept informed of any support provided.

How Do We Adapt the Curriculum and Learning Environment to Meet the Needs of Students with SEND?

At Harper Green School, all students have equal access to a broad and balanced curriculum. We are committed to providing an inclusive learning environment where every student is supported to achieve their full potential.

High-quality teaching is at the heart of our approach. Teachers use a range of strategies to meet individual needs, adapting learning to ensure all students can access the curriculum while maintaining high expectations for achievement.

In line with the Equality Act 2010, we make reasonable adjustments where required to ensure students with disabilities are not disadvantaged and can participate fully in school life.

Resources and Adaptations

We ensure students have access to appropriate resources, support and learning environments to meet their individual needs. This may include:

adapting teaching strategies and classroom delivery
sequencing and scaffolding learning to provide appropriate support and challenge
adapting resources and staffing where required
using recommended specialist equipment and learning aids
making reasonable adjustments to the physical environment where appropriate
working alongside external agencies to provide additional support.

Additional Support

Our Learning Support Team includes 16 ELKLAN-trained Teaching Assistants, who provide classroom support and deliver targeted interventions where appropriate.

Additional support may include:

one-to-one support
small group interventions
regular meetings with the SENCO for students requiring additional support
daily mentoring and lunchtime Nurture Group provision through the Learning Hub.

Working with External Agencies

Where appropriate, we work with a range of external professionals and specialist services to ensure students receive the support they need. These include:

Ladywood Outreach Service
CAHMS
Behaviour Support Service
Educational Psychologists•
Hearing and Visual Impaired Service
School Nurse
Connexions Careers advice
Local Colleges and Universities
Parent Partnership

How Do We Support Students' Emotional and Social Development?

Supporting students' emotional health and wellbeing is an important part of our SEND provision. We provide a range of support to help students develop confidence, resilience and positive relationships.

This includes:

Encouraging students with SEND to become involved in the School Council and student voice opportunities
Dedicated Pastoral Coordinators for every year group
Key staff who are trained Mental Health First Aiders
Access to a school counsellor
The Learning Hub, which provides a calm and supportive environment where students can access emotional, social and pastoral support from experienced staff

How Do We Support Students with SEND to Access Enrichment Opportunities?

All extracurricular activities, educational visits, residential trips and before- and after-school clubs are available to all students, including those with SEND.

Students with SEND are encouraged to take part in Sports Day, school performances, assemblies, workshops and other enrichment opportunities. No student is excluded from participating because of their SEND or disability.

Where appropriate, we make reasonable adjustments to ensure every student can participate fully. We are proud to be an inclusive school where all students are encouraged to achieve their potential both inside and outside the classroom.

How Do We Evaluate the Effectiveness of Our SEND Provision?

We regularly review the effectiveness of our SEND provision to ensure students receive the right support and continue to make good progress.

This includes:

Reviewing students' individual progress towards their outcomes each term.
Evaluating the impact of interventions each half term.
Gathering student voice and feedback through questionnaires.
Monitoring provision by the SENCO and Associate Senior SEND Officer.
Using provision maps to monitor progress and evaluate support.
Classroom observations and learning walks.
Reviewing the work of students with SEND.
Holding Annual Reviews for students with Education, Health and Care (EHC) Plans.

Who Do I Speak to if I Have a Concern or Complaint About SEND Provision?

If you have any concerns about your child's SEND or the support they are receiving, we encourage you to contact our SENCO, Mrs Zoe Mulvey, in the first instance. We will always aim to work in partnership with families to resolve any concerns as quickly as possible.

If you wish to make a formal complaint about SEND provision, this should be made in accordance with the school's Complaints Policy.

Parents and carers of students with disabilities also have the right to make a disability discrimination claim to the First-tier SEND Tribunal if they believe their child has been discriminated against. This may relate to:

Exclusions
The provision of education and associated services
The school's duty to make reasonable adjustments, including the provision of auxiliary aids and services

Further Information and Support

The following organisations provide advice and support for parents and carers of children and young people with SEND.

Parent Partnership

Telephone: 01204 848722

Bolton SEND

Telephone: 01204 338984

Bolton Local Offer

Our contribution to the local offer can be found here.
The Bolton local offer is available here.

Reviewing Our SEND Information Report

This SEND Information Report is reviewed annually by the SENCO, Senior Leadership Team and Governing Board. It is also updated throughout the year if any changes are made to the information, with approval from the Governing Board.