At St Hedda’s school, we have high aspirations of children with special educational needs and disabilities. They are known, valued members of our community. Our vision for them is to fulfil their potential through enjoying, achieving and celebrating their learning through a quality education matched appropriately to their particular needs.

Please click the button below to see our SEN policy from our school policies page

Local Offer to children with SEN


Special Educational Needs and Disabilities Information Report


The SEND Local Offer will provide information for children, young people and their parents/carers in a single place, helping them to understand what services they and their families can expect from a range of local agencies. This is being introduced as part of the Children and Families Bill and became law in 2014.

The aim of the local offer is to improve choice and transparency for families about the services they use. It will also be an important tool for professionals to use, as it will allow them to understand the full range of services and provision in the local area. By setting this information out in one place, this will also help the joint commissioning of services for children and young people with special educational needs and disabilities.

The Local Authority must work together with children, young people, parents, carers and other local services to develop their offer and keep it under review.

Progress to date

As one of the 20 national SEND pathfinders, North Yorkshire has been engaging with young people with SEND, their parents and professionals to develop the Local Offer. This has included the development of shared principles, an overall site map and a set of exemplar questions that sets out information that parents and young people would find particularly useful to know. These questions have been circulated to early year’s settings, schools and post-16 institutions to help inform their local offers.

The local offer is now on-line and can be accessed via the following link:—


Local Offer Regulations – minimum expectations

The final draft ‘Special Educational Needs (Local Offer) Regulations 2014’ have now been published and can be found in theupdated Code of Practise 2014), which specify what information must be included in the local offer. These are set out in Schedule 1 and are currently being consulted on. The Local Offer must cover a range of special educational provision in:

a) providers of relevant early years education;

b) maintained schools, including provision made available in any separate unit;

c) Academies, including provision made available in any separate unit;

d) non-maintained special schools;

e) post-16 institutions;

f) institutions approved under section 41 of the Act;

g) pupil referral units; and

h) Persons commissioned by the local authority to support children and young people with special educational needs.

Work to date has rightly focused on the identification of information that would be most valued by children, young people and parents regarding individual school/setting provision for SEND. Accordingly, a set of example questions has been developed, in consultation with young people and parents, and this has been circulated to inform the development of school/setting local offers. The main focus of individual school/setting local offers should continue to be based on these questions, as will information from the local authorities’ perspective.

However, to ensure that every school/setting meets the requirements outlined within the regulations, it will be necessary to provide certain core information. This will ensure compliance with legislative requirements, which requires that ‘school-specific information should reflect the local offer and elaborate on it’; provide a consistent and thorough approach for parents; and demonstrate good practice for future school inspection. How we decide when a child needs to go on the SEN register

Special educational needs and provision can be considered as falling under four broad areas (2014 Code of Practice)

1. Communication and interaction

2. Cognition and learning

3. Social, mental and emotional health

4. Sensory and/or physical

Children are assessed regularly to ensure that they are making the expected progress. Some children can be identified as ‘stuck’ and will therefore receive some extra help and support. The class teacher is usually the first person to notice that the child needs extra help. If this is the case then they will ask for a meeting with the SENCO to discuss strategies. If these strategies are not working and the child is becoming significantly behind their peers in any area then a discussion with parents/carers about the possibility of putting the child on the SEN register will take place.

Once a discussion has taken place, a final decision will be made by parents/carers, the class teacher and the SENCO regarding the next appropriate steps. If you have any concerns regarding your child then please raise your concerns with the class teacher and/or the SENCO.

Support for learning and well being

All children in school have access to quality first teaching. Sometimes we identify children that need to have further support in order to help them learn. We offer a wide range of support to help support a child’s learning and well-being. It may be that they only need extra support in one area of the curriculum. The class teacher will identify who needs extra support and how often they will receive it. The class teacher and/or SENCO will discuss with you how often your child receives extra support.

The school Governors also have a role in ensuring your child is supported where necessary. The Head Teacher and SENCO report back to the Governing body regularly in addition to the SENCO meeting with the SEN Governor.

Expected progress, planning, monitoring and keeping parents informed

All children, despite their level of need, are expected to make at least expected progress every year (meeting ARE – meeting ARE). The progress of the children is monitored regularly during the year and the information analysed to access the level of support needed.

All classes differentiate the learning according to the ability and needs of the child. Separate activities that are related to the child’s IEP are also planned by the teacher. All interventions are extremely well planned by the teacher or TA delivering the intervention and are also structured to ensure progression is made.

Parents should be kept informed about their child’s progress regularly. If any outside agencies are involved then they like to meet with parents to discuss the work they have been doing. This is arranged when convenient with the parent. As a parent, you are entitled to an IEP review meeting twice a year. If you would like a further meeting then please contact the class teacher and or SENCO.

Inclusion passports are one way in which we record all the interventions that are being done with a child. The inclusion passport is a key document for anyone working with a child as it contains all the necessary information about them.

Provision, Resources and Services

Lessons are differentiated for all learners, including those with SEND, in order for them to access the learning at their level and make progress. The school has access to a wide range of professionals and outside agencies that we can contact for further support and advice. If we feel that outside agency input would benefit your child then we will have a meeting in school to discuss this with you.

We have access to:

• Speech and language therapists

• Educational Psychologists

• Parent Support Advisers

• Enhanced Mainstream schools for specific learning difficulties, communication and interaction and BESD

• Specialist teachers for hearing and visually impaired children

• Social care

• Looked after children workers

Access and inclusion

We are a very inclusive school and every child is able to access the curriculum at their level.  All children will be included as far as possible into everyday school life including school trips and extra-curricular activities and reasonable adjustments will be made.

All children follow a PSHE curriculum which may be extended for some children. The school is involved in an Academic Resilience project (2018)

Staff training

Staff who deliver focused interventions such reading intervention have all had the necessary training. Any staff who feel they need more training in a specific area have the opportunity to attend relevant training sessions.


Transition is very well planned for all children. Reception children and their parents are invited in on at least 3 occasions prior to starting and year 2 pupils spend a day in their new class.

We hold a meeting with the Secondary schools in the area to discuss individual children and their needs. The inclusion passport is passed on to the next school. This documents all the interventions that have happened in primary school along with other information such as interests, levels and recent achievements. Children with SEND will also have extra visits to their new setting in order for them to become familiar with the routines of the day. Once the secondary school place has been confirmed then a meeting will be set up with parents, the current school SENCO and the SENCO from the secondary school to discuss how the transition for the child will take place to ensure a smooth and relaxed change occurs.

Further information

A Parent Partnership Co-ordinator can be contacted through North Yorkshire on 0845 034 9469.

Should you require any extra information then please do not hesitate to come and see me in school.

Hilary Thompson

The SEND Local Offer is attached below – it also explains what St. Hedda’s offers to all children with Special Educational Needs and Disabilities.