Special Educational Needs & Disability SEND Policy


Special Educational Needs and Disability (SEND) Policy


Approved by Governors:



Signed:    __________________________________


Date:  _____ /_____ / ______


Review Date:  annually

Reviewed: May 2018 by R Macdonald



Special Educational Needs and Disability Policy: May 2018


Status:   Statutory

Meadow High School is a secondary age 11-19 years old complex needs special school for cognition and learning. We provide education for pupils with complex learning difficulties including many with autistic spectrum disorders. All students have an Education Health Care Plan (EHCP).

At Meadow High School we believe that each pupil has individual and unique needs.  However, some pupils require more support than others.  If the pupils are to achieve their full potential, we must recognise this and plan accordingly. Meadow High School aims to provide all pupils with a range of strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the National Curriculum.

In particular, we aim to:

  • Enable every pupil to experience success
  • Promote individual confidence and a positive attitude
  • Ensure that all pupils receive appropriate educational provision through a broad and balanced curriculum that is relevant, coherent and provides for progression in learning
  • Pupils are provided with equal opportunities to participate in all aspects of the school’s provision
  • Identify, assess, record and regularly review pupils’ progress and needs
  • Involve parents/carers in planning and supporting at all stages of their children’s development
  • Work collaboratively with parents, other professionals and support services
  • Ensure that the responsibility held by all staff and governors for SEN is implemented and maintained

Definition of Disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long­ term and substantial adverse effect on their ability to carry out normal day­ to­ day activities’.  This definition provides a relatively low threshold and includes more children than many realise: ‘long ­term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5)

Relationship to other policies

COMPLIANCE:  This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (July 2014) 3.65 and has been written with reference to the following guidance and documents:

This policy should be read in conjunction with the policies on teaching and learning, the school curriculum, equality and assessment, recording and reporting. The accessibility plan is an integral part of this policy.

The head teacher has responsibility for:

  • The management of all aspects of the school’s work, including provision for pupils with special educational needs
  • Keeping the governing body informed about SEND issues
  • He/She has overall responsibility from monitoring and reporting to the governors about the implementation of this policy and the effects of inclusion policies on the school as a whole

The special educational needs co-ordinator (SENCO) is not a position in Meadow High School as this function is led by the Head teacher and senior leadership team and every form tutor and teacher undertakes the responsibilities of the post.

Teachers’ responsibilities

It is each teacher’s responsibility to provide for pupils in his/her class, and to be aware that needs may vary in different learning situations.  All staff are responsible for helping to meet an individual’s special educational needs and for following the school’s procedures for assessing and making provision to meet those needs.

  • Overseeing the day to day operation of this policy
  • Ensuring that an agreed, consistent approach is adopted
  • Liaising with and advising staff of any related matter which supports pupils access to learning
  • Carrying out detailed assessments and observations of pupils with specific learning problems
  • Supporting class teachers in devising strategies, setting targets appropriate to the needs of the pupils, and advising on appropriate resources and materials for use with pupils with special educational needs and on the effective use of materials and personnel in the classroom
  • Liaising closely with parents of pupils at MHS, so that they are aware of the strategies that are being used and are involved as partners in the process
  • Liaising with outside agencies, arranging meetings, and providing a link between these agencies and parents
  • Maintaining the school’s SEND register and records
  • Assisting in the monitoring and evaluation of progress of pupils with SEND through the use of existing school assessment information e.g. class-based assessments & baselining/records, b-squared , tracking, end of term/year tests,
  • Attending in service training of staff
  • Contributing to the in service training of staff
  • Managing learning support staff
  • Assistant Head teachers are appointed to oversee these matters and have overall responsibility for the students of their particular Key Stage.


Learning support staff/teaching assistants should:

  • Be fully aware of this policy and the procedures for assessing and making provision for pupils with SEND
  • Be fully aware of the SEND needs of the pupils they are working with
  • Use the school’s procedures for giving feedback to teachers about pupils’ responses to tasks and strategies

The governing body will ensure that:

  • SEND provision is an integral core of the school improvement/development plan
  • The necessary provision is made for any pupil with SEND and any specific problem/need is met
  • All staff are aware of the need to identify and provide for pupils with the appropriate environment and teaching
  • All pupils join in school activities alongside other pupils, as far as is reasonably practical and compatible with their needs and the efficient education of other pupils
  • They report to parents on the implementation of the school’s SEND policy and other relevant documents
  • They have regard to the requirements of the Code of Practice for Special Educational Needs (September 2014)
  • They are kept fully informed about SEND issues, so that they can participate fully in the school’s self-review
  • Parents are notified if the school decides to make special educational provision for their child – the Annual Review can be a vehicle for this.

Arrangements for complaints

Should pupils or parents/carers be unhappy with any aspect of provision they should discuss the problem with a form tutor in the first instance. 

Anyone who feels unable to talk to the teacher, or is not satisfied with the teacher’s comments, should ask to speak to the relevant Assistant Head teacher for their child.

For a problem that might need to be explored fully, parents/carers should make an appointment rather than rushing the discussion before or after school.

In the event of a formal complaint parents are advised to contact the head teacher or a governor, if they prefer.  The LA Parent Partnership Service is available to offer advice.

Arrangements monitoring and evaluation of implementation and impact:

The success of the schools SEND policy and provision is evaluated through school self-evaluation and reporting activities such as:

  • Monitoring of classroom practice by the provisions of the Performance Management Policy
  • Analysis of pupil tracking data and test results for individual pupils and for cohorts
  • Value added data for all pupils
  • Termly monitoring of procedures and practice by the designated governor(s)
  • The school profile and the prospectus, which contains the required information about the implementation and success of the school’s policy
  • The school’s annual review, which evaluates the success of our policy and sets new targets for development
  • The school improvement plan, which is used for planning and monitoring provision in the school
  • Visits from LA personnel and OFSTED inspection arrangements
  • Feedback from parents and staff, both formal and informal, following meetings to produce Individual Education Plans (IEPs) and targets, revise provision and celebrate success.

The school’s arrangements for supporting pupils with SEN in transferring between phases of education or in preparing for adulthood and independent living

Meadow High school works closely with the educational settings used by the pupils before they transfer to us, in order to seek the information that will make the transfer as seamless as possible.  

We also contribute information to a pupil’s onward destination. See individual Academy appendices for more detailed information regarding these arrangements

Information on where the local authority’s offer is published

The local authority’s offer is published on www.hillingdon.gov.uk. Parents without internet access should make an appointment with the school for support to gain the information they require.