Special Educational Needs and Disabilities

The education we offer is to enable young people to have not only the knowledge but also the attitudes, values and characteristics that will enable them to flourish in an ever-changing and demanding world. The education we offer goes beyond the purely academic. It must enable our young people to discover their unique place in the world, their God-given purpose; to realise their potential in the knowledge that the world is a poorer place without them.

Be strong and courageous. Do not be afraid; do not be discouraged, for the Lord your God will be with you wherever you go.

Joshua 1:9

Inclusion

At Green Haworth, we believe that every child is unique, valued, and entitled to an education that enables them to thrive. We are committed to providing a warm, secure, and stimulating environment where all children—regardless of ability, neurotype, background, language, gender, or race—can learn, play, and grow together.

1. Our Core Principles

• A Place to Belong: Every child is a full member of our school community. We celebrate the diverse strengths and perspectives each individual brings.
• Neurodiversity Affirming: We recognise and respect neurological differences (such as autism, ADHD, dyslexia, and dyspraxia) as natural variations of the human brain, focusing on a child's strengths while supporting their challenges.
• High Expectations: We hold high ambitions for all pupils, ensuring that no barrier limits a child’s potential or future opportunities.
• The Whole Child: We place equal value on academic progress, emotional well-being, neuro-inclusive environments, and social development.

2. Statutory Framework and Compliance

This policy is fully aligned with our statutory duties under the Children and Families Act 2014, the Equality Act 2010, and the UK SEND Code of Practice (0–25 years).

• We follow the Graduated Approach cycle of Assess, Plan, Do, Review to ensure that any additional support is targeted, monitored, and regularly adapted.
• Our Special Educational Needs Coordinator (SENCo) oversees the school's SEND provision, maintaining the SEND Register and ensuring that all reasonable adjustments are made in every classroom.

3. Identifying and Supporting Needs

Quality First Teaching & Adaptive Learning

Ensuring our daily classroom teaching is highly adaptive, using visual timetables, multi-sensory tools, and scaffolding to suit different learning styles and neurotypes.

English as an Additional Language (EAL)

We view bilingualism and multilingualism as an asset. We support our EAL learners by:

• Using dual-language resources, visual prompts, and peer mentoring to ease the transition into English instruction.
• Ensuring cultural backgrounds are reflected positively in the curriculum.
• Separating language acquisition tracking from SEND tracking, ensuring we assess linguistic needs accurately without misidentifying them as learning difficulties.

Sensory and Emotional Regulation

We recognise that children cannot learn effectively unless they feel safe and regulated. We proactively manage emotional and sensory needs through:

• Whole-School Regulation Frameworks: We utilise emotional regulation frameworks (such as the Zones of Regulation) to give children a universal language to identify and manage their feelings.
• Sensory Spaces: Access to dedicated, quiet sensory areas or "safe spaces" within classrooms and around the school where children can go to decompress and self-regulate.
• Sensory Circuits: Structured physical movements at the start of the day or transition times for pupils who require sensory integration support.

Early Intervention

Actively monitoring progress from the Early Years Foundation Stage (EYFS) onwards to spot and support speech, language, motor, or emotional needs early—without waiting for a formal medical diagnosis.

4. Collaboration and Partnership

• Listening to the Child: We involve our pupils in decisions about their learning, using child-friendly "One-Page Profiles" and listening to their views.
• Working with Families: We view parents and carers as equal partners. We maintain an open-door policy and hold regular reviews to share progress and plan next steps together.
• Professional Teamwork: The SENCo works closely with teachers, teaching assistants, and external specialists (like Speech and Language Therapists, Occupational Therapists, and Educational Psychologists) to provide seamless care.

5. Accessibility and Environment

We are dedicated to making our school physically, socially, and academically accessible. We regularly review our building, resources, and extracurricular activities to ensure no child is left out of school trips, sports, or assemblies.

 

SEND Report Information

Please click on the link below to read our SEN information report which includes Local Offer information.

The school’s SENCo is Mrs Clark. She can always be contacted by email: e.clark@greenhaworth.lancs.sch.uk

Alternatively, an appointment to see Mrs Clark can be made via the school office, 01254 233379.

The Local Offer sets out at the ‘local authority level’ what the Local Authority expects to be available in every school. This is available here: www.lancashire.gov.uk/SEND

The above website also contains links to many other agencies which provide support to children with SEND and their families.

The Lancashire Local Offer FaceBook page has lots of information and support for parents including information on support groups and activities for children with SEND and their families in the local area: www.facebook.com/LancashireLocalOffer/

This SEN Information Report and School’s Contribution to the Local Offer sets out in greater detail what provision is available in our school:

Parents, carers and young people - have your say on the re-development of the Local Offer by clicking this link.

https://docs.google.com/forms/d/e/1FAIpQLSdI6nHnGxMYZBvqDPeLwZkjuhCIWRCpx1smHDVBF0UVzyuM9Q/formResponse

Your views will help shape the new design and all feedback to our project team is confidential. No personal data will be disclosed and we'll share the feedback with you in early 2019. We're also working with young people in Lancashire to create a new design.

SEND Resource Toolkits are intended to be used by parents and carers of children with special educational needs. The suggestions and practical ideas have been written by specialist teachers working within the Lancashire Specialist Teacher Service.

They contain ideas and suggestions of activities you can do with your children at home. Features vary from week to week, but will cover broad areas of cognition and learning, communication and interaction, social and emotional wellbeing and sensory and physical needs.