Support may be offered to students through a variety of ways. We are constantly monitoring
the impact of our interventions so these groups may change.

• Targeted in-class support
• Small group literacy lessons
• 1-1 literacy support
• Form time literacy lessons
• Group social skills lessons
• 1-1 support for communication skills difficulties
• Auxiliary aids recommended by sensory and OT specialists

In line with current research our Teaching Assistants provide support to the class teacher
and students so that the teacher provides their expertise to the student. Our aim is for all
students to develop their skills to progress independently and learn for life.

Any concerns regarding progress or a new identification of need is relayed to parents in
writing explaining the support that is being put in place. Haydon School has an open door
policy and parents and careers are always welcome to contact us to arrange a meeting.

High Needs Students in receipt of SEND support or who have additional specific needs will
take part in the production of a Student Passport. The passport is drawn up collaboratively
between the student, a member of the SEND Team, parents and using specialist
recommended strategies. This information is reviewed yearly with the student.

Our arrangements for reviewing the progress of pupils with SEND are as follows:
The progress of pupils with SEND is reviewed as part of our whole school quality assurance
policy. Termly assessments are made in all subjects and the data is collated and reports sent

home. Within School Faculty Leaders, Year leaders and the SENCO will analyse the data to
monitor progress. Where concerns arise investigations take place to ascertain what form of
intervention may be needed to support the student. This information, along with on-entry
data and external reports, contributes to forming the SEND list. Students with an identified
need, over and above first quality classroom provision, will be recorded on the SEND list.
This is reviewed at each data drop. The Student Passports (1 page profiles detailing student
needs, feelings and strategies) also form part of the review process and are updated to
promote progress.

Meetings are held with parents/carers to share ways of supporting your child’s needs.
When additional support is put in place it is reviewed following the graduated approach:
assess, plan, do, review.

Haydon School has an open door policy and parents and carers are always welcome to
contact us to arrange a meeting.

Click here for our Complaints Policy

Click here for the Formal Complaint Form

All staff at Haydon School are responsible for the education, development and support of
young people with SEND through delivery of an appropriately adapted curriculum. Staff
training and specialist strategy information sharing supports this. Student Passports are
shared with staff in order for adaptations to the curriculum to be made.
 

Additionally, using screening test data and ongoing information from staff we can closely
monitor your child’s needs. With both parents/carers and the child at the heart of the
discussion, some students may be offered a modified curriculum to further support their
needs.

Pastoral staff and SEND staff are happy to answer queries regarding individual support. We
have close links with the Centre for ADHD and Autism Support (CAAS) in Eastcote as well as
Hillingdon Autistic Care and Support (HACS) and the Parent Carers Forum. We regularly
display parent support group information on our website advising of courses and places to
go for advice.

Delegated funding is allocated to support SEND students’ needs, this may include: support
staffing, in-class support and additional materials such as targeted on-line programmes.

Along with our inclusive ethos we aim to provide equal opportunities for all students
regardless of their SEND. We will always use our best endeavours to ensure there are no
barriers to being able to attend external trips.

Haydon School is made up of 7 buildings, interconnected, on a large multi-levelled site.
There is wheelchair access (internal and in some cases external only) to and around the site
and there are lifts to access all floors.

SEND staff will liaise with a wide range of specialists to seek advice and support whenever
needed. These are a few that we regularly work with but we welcome collaboration with
other specialists as and when the need arises.

• - Speech and Language Therapy Service
• - Visual Impairment Team
• - Hearing Impairment Team
• - LBH SEND Advisory Team

Training on many aspects of SEND is delivered to staff in a variety of ways. This may be
delivered by external specialists e.g. Local Authority SEND Team Specialists, targeted SEND
webiners and speech and language therapists and also internal specialist staff on specific
needs such as autism, dyslexia and dyspraxia. In addition to this many staff will attend
external training to ensure current best practice is followed. The SEND Department works
closely with Hillingdon’s Inclusion Team.

Support for the next stages after school take place early on. Students receive support and
guidance during Year 9 when the options process takes place. Some students with SEND will
require more support making choices and finding a curriculum to meet their needs. The
SEND team work closely with the Year teams and careers advisor at this point. More
discussions take place in Year 11. We have a close relationship with Uxbridge College and
West Herts College arrange taster sessions and visits for those students who need it.

Access Arrangements and reasonable adjustments are made in public examinations and
assessments for students with persistent and significant difficulties. Access Arrangements
are to ensure that students are able to demonstrate their skills, knowledge and
understanding in examinations, for example, by providing large print papers for students
with visual impairments.
Students may receive access arrangements and reasonable adjustments for a number of
reasons, including:
- A permanent (long-term) disability or medical condition lasting more than a year

- A temporary (short-term) illness or injury
There are numerous Access Arrangements and students may be given one or more of these
according to need. The process for granting an access arrangement and the evidence
required may vary according to each subject examined. The criteria for granting Access
Arrangements in examinations are rigorous. Access Arrangements are only given to
students with verifiable, provable evidence gathered from a variety of sources including:

• - A history of need and provision
• - Haydon assessment data
• - Teacher and support assistant observations
• - Assessments and diagnostic report from an educational psychologist employed by the
• school or a student’s LA
• - Assessments and diagnostic report from a specialist assessment teacher employed by the
• school
• - An EHCP
• - A diagnostic report from medical specialists such as a student’s hospital consultant,
• occupational therapist, GP or other registered medical professional (a GP report on its own
• is insufficient evidence).

For further guidance read the Access Arrangements policy (Link)

A Link to the London Borough of Hillingdon Local Offer Page (Link)

Accessibility Plan (Link)