SEND Report 2025–26
An overview of SEND provision at Haydon Bridge High School and the outcomes we are achieving for pupils with additional needs
SPECIAL EDUCATIONAL NEEDS (SEN) INFORMATION REPORT
Publication Date: September 2025
At Haydon Bridge High School (HBHS), we are committed to ensuring good or better outcomes and experiences for children and young people with SEN and disabilities. We are here to help parents and carers understand how they can support their child if they have a special educational need and/or a disability[cite: 3].
Staff ensure that the learning environment is inclusive and meets the needs of all our pupils[cite: 3]. Learning pathways are engineered so that all learners have the correct support, and staff maintain the highest expectations and aspirations[cite: 3]. Formative assessment, pre-teaching, and consideration of specific needs are used to plan interventions, whether in small groups or within the classroom[cite: 3]. We maintain positive partnerships with external agencies to follow the “graduated response” (Assess, Plan, Do, Review), ensuring professional advice is integrated seamlessly into a pupil’s provision[cite: 3].
Key Contacts
The first point of contact for any concern should be your child’s form tutor or HLTA[cite: 3]. Other key members of the leadership and pastoral teams can be contacted via the main school office[cite: 3]:
- Victoria Carr – Assistant Headteacher / SENCo[cite: 3]
- Katy Owen – Head of Behaviour and Safeguarding[cite: 3]
- Judith Kennedy – Pastoral Lead: KS3[cite: 3]
- Elizabeth Robson – Pastoral Lead: Ext KS4[cite: 3]
What Types of SEND Are Provided For?
The school aims for an inclusive learning environment, backed by an experienced leadership team providing regular CPD to help staff support our pupils with SEND[cite: 3]. We meet profiles across four core areas[cite: 3]:
| Need Classification | Examples of Profiles Supported |
|---|---|
| Communication & Interaction | Speech, language, and communication difficulties; Autism Spectrum Disorder (ASD); low levels of receptive language; processing and language comprehension barriers; difficulties navigating age-related social interaction norms[cite: 3]. |
| Cognition & Learning | Specific learning difficulties (e.g., dyslexia, dyspraxia); mild but persistent difficulties in literacy, numeracy, or motor coordination; Moderate Learning Difficulties (MLD); low working memory capacities; information processing and problem-solving barriers[cite: 3]. |
| Social, Emotional, & Mental Health (SEMH) | ADHD; anxiety and depression; anger issues linked to pervasive life situations or undisclosed difficulties; responses to trauma; management of chronic physical pain[cite: 3]. |
| Sensory and/or Physical | Visual or hearing impairments; physical disabilities; management of medical conditions such as epilepsy[cite: 3]. |
Identifying and Assessing Needs
Class teachers regularly assess students alongside evidence from previous assessments and transition data to pinpoint where progress is significantly below peers, or where attainment gaps fail to close or widen over time[cite: 3]. Progress metrics extend beyond academic achievement to incorporate critical areas like social skills[cite: 3].
Pupils are not automatically recorded on our SEN register where progress is slow or attainment is low[cite: 3]. We holistically weigh expected progress alongside student and parent viewpoints, adapting our standard provisions before determining if something additional or different is required[cite: 3].
Parent Consultation Process: If there is a need concern, parents or carers are the absolute first point of contact[cite: 3]. An initial phone call typically leads to planning meetings with key staff to establish transparent provisions and next steps[cite: 3]. If formal SEN support is initiated, parents are notified formally in writing[cite: 3].
Assessing & Reviewing Progress
To assess the real-world impact of our strategies, we continuously monitor dynamic indicators[cite: 3]:
- Provision Maps: Evaluated and updated once every single term[cite: 3].
- Data Tracking: Monitoring pupils against expected progress levels, reading tests, and targets[cite: 3].
- Behavioral Metrics: Assessing attendance, behavioral trends, and suspension data[cite: 3].
- Once a student is identified as having made sufficient, sustainable progress, they may be cleanly removed from the SEND register[cite: 3].
Transition Support
Transitioning between provisions can be a highly stressful phase for pupils with SEND[cite: 3]. Because of this, our transition frameworks are built early to construct secure relationships and ensure appropriate provision is operational from day one[cite: 3]:
- Primary/Middle School Transitions: Engagement begins in the Autumn term with initial site visits and parent meetings[cite: 3]. In the Summer term, an exclusive SEND transition morning takes place prior to the school-wide transition day[cite: 3]. Parents are encouraged to consult with the SENCo at least three times a year, alongside attending coffee mornings and drop-ins[cite: 3].
- Year-to-Year Consistency: Subject to staffing constraints, form tutors ideally stay with their classes from Year 7 right through to Year 11[cite: 3]. This builds enduring, consistent relationships[cite: 3]. Form tutors interact with pupils daily and coordinate directly with the SENCo to distribute student profiles across departments[cite: 3].
Teaching Framework & Classroom Adaptation
In strict alignment with the SEN Code of Practice, we follow the core principle that “all teachers are teachers of pupils with special educational needs”[cite: 3]. We run a graduated approach centering entirely on high-quality First Teaching[cite: 3]. Teachers are armed with the Education Endowment Foundation’s (EEF) 5 high-quality teaching strategies, injecting adaptive toolkits directly into everyday lesson planning to remove barriers to learning and assessment[cite: 3].
Specialist On-Site Interventions & Expert Environments
Where student profiles require more directed support beyond quality first teaching, the school coordinates a suite of tailored interventions[cite: 3]:
- Speech and language interventions, and structured social skills groups[cite: 3].
- Targeted numeracy, literacy, and phonics support modules[cite: 3].
- Specialized breakout zones, a dedicated sensory circuit room, and emotional regulation spaces[cite: 3].
- Targeted Lunchtime Support: Supervised care layouts within less structured periods, including the school dining hall, to assist vulnerable students[cite: 3].
Partner Agencies & The Local Offer
When in-school adaptations require broader, multi-agency assistance to achieve optimal student progress, we collaborate with external specialist infrastructure, including[cite: 3]:
- Educational Psychologists and Speech and Language specialists (SALT)[cite: 3].
- Primary Mental Health teams, CYPS (Children & Young People Services), and dedicated ASD/ADHD pathways[cite: 3].
- Northumberland County Council Behaviour and Wellbeing specialists[cite: 3].
- Specialist sensory sensory support networks (e.g., teachers of the deaf or blind)[cite: 3].
- Community care assets like Tynedale Hospice at Home and Family Hub Northumberland[cite: 3].
To view the comprehensive range of regional provisions, parents can access the Northumberland SEND Local Offer[cite: 3].
Complaints Procedure
If you have any operational concerns regarding your child’s provision, your first point of contact should always be your child’s Head of Year to share the details[cite: 3]. Parents and carers are also entirely welcome to book a direct consultation with our SENCo or the Headteacher[cite: 3]. Our full statutory SEND Policy and corporate Complaints Policy are available in our website directories[cite: 3].