SEND Policy — Part 1

 

Haydon Bridge High School

Special Educational Needs and Disability (SEND) Policy (Part 1)

Version Number	001
Status	Approved June 2026
Publication Date
Policy Owner/Author	SENCO
Review Date	September 2026
Approved/Ratified by	Interim Executive Board (IEB)	Date:

1. INTRODUCTION

    

Haydon Bridge High School (HBHS) is committed to ensuring that services are accessible as far as is reasonably possible to all its employees, students, and stakeholders regardless of their race, special educational need and/or disability, gender, age, or religion.

The school’s Special Educational Needs and Disability (SEND) Policy is sectioned into 3 parts. The policy (part 1) is a statement of intent and applies to all activities and responsibilities of the school. The SEND Policy (part 2) states how this is managed and organised within school with specific SEND roles and responsibilities assigned. Part 3 states how school will manage and implement SEND policy and procedures. There will also be an Appendix – this is the school Accessibility Plan.

HBHS is an advocate of inclusive education and as such aims to ensure equality of opportunity for all stakeholders; this includes a suitable transition pathway into adult life for all pupils/students.

HBHS has rigorous systems that ensures the tracking of progress for all pupils/students including sub-groups on the Code of Practice.

HBHS has student support structures which aims to support the needs of all pupils/students academically, socially, and emotionally and provide opportunities which are accessible and made available to pupils/students.

The SEND Policy is intended to respond to the spirit as well as the letter of the Equalities Act and the Special Educational Needs and Disability regulations 2014.

What do we mean by Equality and Diversity?

Equality refers to outcomes, making sure that all of the school community benefit equally from our activities and opportunities. Diversity recognises that we can only achieve equality by taking into account the different needs of communities. Equality is impossible to achieve without recognising diversity.

What is discrimination?

Discrimination is a type of negative treatment that affects a whole group of people or an individual because they belong to a protected characteristic group. Protected characteristics | Equality and Human Rights Commission (equalityhumanrights.com).

Direct discrimination is when a person is treated less favourably than others because of their (real or perceived) ethnicity, disability, age, sexuality, religion/belief, or gender.

Indirect discrimination is when there are rules or procedures that have an effect of discrimination against certain groups of people.

HBHS will have the responsibility for ensuring the SEND Policy is adhered to.

2. AIMS, OBJECTIVES AND INTENTIONS

HBHS is committed to continually improving provision and in turn outcomes to meet the academic and aspirational outcomes of all students. This approach will be used as the basis of a personalised next step approach to their educational experience.

2.1        HBHS aims to provide a broad and balanced curriculum, which is adapted to meet individual needs and abilities of its community. Specialist seating and equipment is provided where necessary to ensure access throughout all our buildings and curriculum areas.

Children may have SEND throughout or at any time during their school career. This policy ensures inclusive curriculum planning and an inclusive assessment procedure, including specialist assessments which take account of the type and extent of the difficulty experienced by the pupil/student.

All staff are expected to plan for a student’s Special Educational Needs and/or Disability, enabling them to participate effectively in all curriculum assessment, extra-curricular activities and the broader aspect of school life as far as is reasonably possible.

2.2         The aims and objectives of this policy are:

• To identify pupils/students with SEND as early as possible;
• To continue to make adaptations to the school environment that meets the special needs of each pupil/student noted in the Accessibility Plan;
• To ensure all pupil/students have equal access to a broad, balanced, and inclusive curriculum which is supported efficiently for those students with SEND;
• To promote equality of opportunity in wider and extra-curricular activities;
• To support and encourage pupils/students to develop confidence and self-esteem and to recognise the value of their own contributions to their learning;
• To support and encourage pupils/students to be fully involved in their learning;
• To make clear the expectations of all partners in providing provision for pupils/students with special educational needs;
• To ensure parents have the opportunity to contribute to their child’s SEND assessment and support and that they are kept fully informed and are engaged in effective communication about their child’s SEND provision;
• To promote independent learning for all as far as possible;
• To regularly assess, monitor and review progress of students on the Code of Practice;
• To work effectively with external agencies and the community to deliver the necessary support, aiming for timely contribution to the assessment, support, monitoring, and review process.

2.3         HBHS will adhere to:

• The Education Act.
• The SEND Code of Practice.
• The need for all SENCOs to be qualified on appointment or within 3 years of appointment.

• HBHS will ensure that part 2 and 3 procedures adhere to the SEND Code of Practice.

 

 

 

DOCUMENT CONTROL – RECORD OF CHANGES

Version Number:	Publication Date:	Nature of, and Reason for, Change(s)
001		Original.