Harlands Primary School

SEND/Inclusion Provision


Harlands Primary School is an inclusive school that welcomes and celebrates diversity. We embrace the fact that every child is different, and therefore the needs of every child are different. The staff, Trustees, children and parents work together to make Harlands School a happy, welcoming place where every child can achieve their full potential and develop as confident individuals. We offer a range of provision to support children with needs across the SEND spectrum. This includes children with Communication and Interaction needs; Cognition and Learning difficulties; Social, Emotional and Mental Health needs and Physical and Sensory needs. The school provision and support available at Harlands Primary School will be tailored to individual needs following thorough assessment by internal or external agencies. Work closely with external agencies and other professionals to hone and develop our provision for children with SEND.


At its heart is the desire to support all children in working towards becoming independent and resilient learners. This offer will be reviewed and updated annually through consultation with children, staff, parents and Trustees.

All children are encouraged to participate in the full life of the school and we ensure extra-curricular opportunities are accessible. We have a range of extended services including breakfast club, after school childcare (Pioneers) and a wide range of after-school clubs including, sports clubs, choir, Goblin club, Spanish, French, Eco Gardening club. All of which are available for all children at Harlands.

It is important that the children with SEND have access to school trips and visits. We undertake risk assessments prior to a class trip to identify any adjustments that may need to be made for the individual child. 


We are an inclusive school, which means we provide for children with all types of special educational needs. The areas of need that are described in the SEND Code of Practice are:

  • Communication and interaction – this includes children and young people with speech, language and communication needs (SLCN) and those with an Autism Spectrum Disorder (ASD) including Asperger’s Syndrome.
  • Cognition and learning – this includes children and young people with moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). This also includes children and young people with specific learning difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia.
  • Social, emotional and mental health difficulties – social, emotional and mental health difficulties may manifest themselves in many ways including becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
  • Sensory and/or physical needs – this includes children and young people with visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) and physical disability (PD).

Children and young people with any of these needs can be included within our academy community. Whilst these four categories broadly identify the primary areas of need for children and young people, our academy will consider the needs of the whole child or young person and not just their special educational needs.

We adopt a whole school approach to Special Educational Needs that involves the whole school community having high expectations of all children. Every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child.

At the heart of our approach is the entitlement for all children at the school to receive Quality First Teaching, tailored to their needs. All pupils with SEND will be included in all aspects of the school day.


Children at Harlands feel happy, safe and respected and diversity is celebrated through our ‘Golden Threads’ of creativity, community and choice. Children demonstrate high levels of engagement in activities, developing their speaking, listening and social skills. Children with SEND make good progress at Harlands from their starting points due to the use of resources and small group intervention which meets the needs of the pupils. We will ensure our learners are confident to take risks and not afraid of making mistakes to expand their experiences. They will feel valued as part of the school community, and that they are encouraged to share their pupil voice. On leaving Harlands, children with SEND will have developed good independence and life skills.


Updated May 2022