A student has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:

• A significantly greater difficulty in learning than most others of the same age; or

• A disability that prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

At Hartland High School, having a Special Educational Need means that we put the right support in place so that every pupil can learn, participate and succeed alongside their peers. For example, a pupil with additional learning needs may begin the day by checking in with a familiar member of staff to help them feel ready for learning. In lessons, teachers use the pupil’s Pupil Passport to understand their strengths, needs and helpful strategies, such as providing visual supports, breaking instructions into smaller steps, pre-teaching key vocabulary or allowing additional processing time. Pupils may also use accessibility tools such as overlays, reading rulers or a laptop where appropriate. During social times, some pupils may choose to access quieter spaces or supportive environments if they need them, while still taking part in wider school activities. Our aim is that, with the right adaptations and proactive support, pupils with SEND are able to access the same ambitious curriculum and opportunities as their peers, develop independence and feel fully included in school life.

Identification of potential Special Educational Needs (SEN) begins before pupils join the school. Prior to transition, the SENCO liaises with feeder primary schools, parents/carers and any involved external agencies to gather information about pupils’ needs. Information from Year 6 review meetings, assessment data and previous support plans forms the starting point for planning provision.

For in-year admissions, pupils and families attend an induction meeting with a member of the Inclusion Team to ensure that any needs are identified early and appropriate support can be put in place.

On entry, we assess each pupil’s current skills and levels of attainment, building on information from previous settings and Key Stages where appropriate. All pupils undertake baseline assessments, including reading assessments. Any pupil scoring significantly below expected levels (for example, below a standardised score of 90) may receive additional diagnostic assessments. Speech and language screening may also be carried out for pupils who are not yet working at age-related expectations to identify possible communication needs.

Some pupils who require more specialised support will have Individualised learning plans to complement pupil passports. For example, an individualised learning plan will be used to:

• Track progress against long-term outcomes in Educational, Health and Care Plans (EHCNAs) for pupils working below age related expectations

• Inform medium-term and daily curriculum planning and provision where children are accessing adapted curriculum pathways

• Inform intervention planning

HHS GLT Learning Plan Template - Secondary

Hartland High School ensures that a universal provision of high-quality teaching is in place to address gaps in foundational knowledge and skills. Teaching across the school is based on explicit instruction, including the consistent use of the “I do – we do – you do” model, with teachers providing clear modelling, scaffolded practice and guided support before pupils move to independent work. Lessons are carefully sequenced in small, manageable steps to reduce cognitive load and enable pupils to secure key concepts before moving on.

Across departments, teachers make consistent use of visual supports, vocabulary pre-teaching and regular check-for-understanding routines to ensure pupils can access new learning and develop confidence with subject-specific language. Accessible resources are used to reduce barriers linked to working memory or processing difficulties, and staff adapt materials and explanations to support pupils who require additional scaffolding.

Pupils also have access to a range of classroom accessibility tools where appropriate, including coloured overlays, reading rulers, visual schedules and laptops or other assistive technology. Through these evidence-informed classroom routines and a well-planned, carefully sequenced curriculum, teachers address reading fluency and accuracy, communication and language development, writing composition and key numeracy knowledge

In addition to high quality teaching in the classroom, some pupils benefit from targeted support to help address specific barriers to learning. This may include small group support, targeted in-class strategies such as adapted seating plans or additional scaffolding, and pastoral support through opportunities such as Champions Hour or the specialist character offer. Where needed, pupils may also access evidence-based interventions such as Read Write Inc. or Direct Instruction to support reading and core skills. Pupil Passports outline strategies and adjustments that support each pupil’s learning, and advice may be sought from other professionals where appropriate. This targeted approach ensures that gaps are identified early and addressed through responsive and adaptive teaching