SEND Provision


Here is the latest report of SEND which was updated and approved in December 2021.

Information Report

Special Educational Needs and Disabilities areas

The kinds of special educational needs and disabilities that are provided for in school. Hall Cross Academy welcomes students with special educational needs as defined by the SEND Code of Practice 2015.Children and young people’s SEND are identified within one the following four broad areas of need and support:

  • Communication and interaction:
    Children and young people with speech, language and communication needs (SLCN) who have difficulty in communicating with others. Also children and young people with Autistic Spectrum Disorders, including Asperger’s Syndrome and Autism, who are likely to have particular difficulties with social interaction.
  • Cognition and learning:
    Children and young people who learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum. This category includes specific learning difficulties (SpLD), such as dyslexia, dyscalculia and dyspraxia.
  • Social, emotional and mental health:
    Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming
    withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. 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:
    Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning
    Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

We are committed to meeting the needs of all students with Special Educational Needs and Disabilities enabling them to achieve their best; become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training.

Contact Details

The name and contact details of the SENCO (mainstream schools) and further contacts where parents/ carers may have concerns.
Nichola Laszkowicz
01302 320626


Policies for identifying children and young people with SEND and assessing their needs. Hall Cross Academy is an inclusive school, committed to identifying and addressing the needs of students with Special Educational Needs/Disabilities. Throughout their learning journey all students have the right to a balanced and
broad curriculum. In adhering to the requirements of the SEND Code of Practice 2015, we will ensure that every child with Special Educational Need(s) and/or disability receives the most appropriate and bespoke package of support to meet their needs. We aim to identify SEND as early as possible to enable us to secure the best longterm outcomes for the student and their family, making reasonable adjustments, in
line with the Equality Act 2010. Regular assessment allows us to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress,
  • fails to close the attainment gap between the child and their peers.
  • widens the attainment gap.

Where progress continues to be less than expected through Quality First teaching the SENCO will assess whether the student has SEND through gathering evidence from the discussions with the student, their parents, teaching staff and the pastoral support team. For higher levels of need we may seek advice from outside agencies.At Hall Cross Academy we have a number of policies in place to support our provision for all students. All policies are available on our school website. Below is a list of relevant policies in school which support the learning of students with SEND.

  • Admissions
  • Accessibility
  • Behaviour
  • Health and Safety
  • Safeguarding and Child Protection

Progress Arrangements

Arrangements for consulting parents of children with SEND and involving them in their child’s education. At Hall Cross Academy, we actively encourage parents to be involved in learning and the life of the Academy. We endeavour to keep parents/carers informed and have developed excellent working relationships with our parents/carers over the years. Parents and carers of young people with SEND are consulted and involved in planning and reviewing their child’s targets, support and any testing, screening and referrals in the following ways:

  • telephone, email conversations,
  • pre planned appointments with the SENCO and members of her team,
  • at parent consultation evenings, welcome evenings and open evening events,
  • through annual review processes prior to starting at the school (for students with an Education, Health and Care Plan),
  • through planned transition meetings within our primary pyramid
  • through meetings with school nursing and healthcare, where a young person has additional needs of a medical nature which require in school support as part of their SEN plan.

Involvement Arrangement

Arrangements for consulting young people with SEND and involving them in their education. Students with SEND are involved in scripting their own ‘One Page Profile’, which describes their strengths and difficulties, and identifies ways that staff and other adults can support them. This co-planned document is shared with all teachers and support staff in school. All students are involved and consulted in the Assess,Plan, Do, Review cycle, to shape their provision. They are also invited to reviews,SEN support meetings and transition reviews to ensure their views are central to any decisions made. Students set their own targets in relation to their specific needs, and are supported to review these during the year.

Assessment and review arrangements

Arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review. Monitoring and tracking progress is vital when ensuring positive outcomes for all of our students and we recognise the importance of keeping parents/carers informed of progress. We monitor and track progress as follows:

  • Students’ data from subject teachers is monitored and tracked at each review point;
  • The progress of students with a statement or EHCP (Education Health Care Plan) will be formally reviewed at an Annual Review with the student and all adults involved;
  • If your child has an EHCP, you will be invited to termly meetings with the SENCO to review the SEN Support Plan;
  • You will be invited into parents’ evenings, where you can discuss the progress of your child with the subject teacher;
  • Regular reviews will take place for those students with a SEN Support Plan;

If students are not making expected progress, the Academy will discuss any concerns with parents/carers. A range of methods will be used to keep you informed, including a telephone call, text message, letter, email or by holding a meeting at the Academy. Regular book scrutiny and learning walks are carried out by members of the Senior Leadership Team to ensure that the needs of all students are met and that the quality of teaching and learning is high. The SENCO and members of the Senior Leadership Team complete regular data analysis, highlighting both those identified as having SEN and those who may require further assessment that may not be making expected progress. Any necessary interventions are reviewed as appropriate.

Phase Arrangements

Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society. Hall Cross Academy works closely with feeder primary schools to identify students who are likely to require additional support. Academy representatives (e.g. Year 7 manager or a member of the SEND team) visit primary schools during the summer term to discuss individual students including SEND. This allows us to ensure that appropriate arrangements are in place when students first arrive at the Academy. The school offers a Year 6 Open Evening in October, providing an opportunity for students and parents to visit the school and talk to staff from all subject areas.Year 6 students are invited to attend two transition days during the summer term. If a child is identified as requiring additional visits these will be arranged with primary school.


Between Key Stage 3 and Key Stage 4 young people with SEN are guided through our options programme, with one to one interviews and curriculum planning to ensure that their onward pathway meets their needs in terms of academic outcomes and life ambitions. Transition visits are arranged during the summer term before the students move to the upper school site. Between Key Stage 4 and Key Stage 5 young people with SEN are supported through their own post-16 plans, which may include supported visits to post-16 providers, completing of application forms and practice interviews. Students are supported from KS5 into university with the UCAS application and interview process.Careers advice and guidance is prioritised to ensure that young people with SEND have a good awareness of the routes and opportunities available to them.

Teaching Approaches

Approach to teaching children and young people with SEND.Hall Cross Academy is an inclusive school, providing young people with quality first teaching and learning experiences within the mainstream classroom. It is our aim to provide all students with the opportunity to achieve their potential. For any students’ identified as SEND, the class teacher will work alongside the SENCO to develop strategies that will support them in making progress. Classroom teachers differentiate their planning, tasks and resources to meet the learning needs of students with SEND to ensure that students can access learning, make progress and achieve their outcomes. All teachers become familiar with the needs of students with SEND through their One Page Profile which provides support strategies to meet individual needs. All staff have access to regular training and briefings are used to update staff on strategies and specific needs.

Adaptions to curriculum and learning environment

How adaptations are made to the curriculum and the learning environment of children and young people with SEND; schools should include details of how the broad and balanced curriculum is adapted or made accessible for pupils with SEND. All teachers are teachers of SEND. Teachers at Hall Cross Academy use their “best endeavours” to support students with SEND. Teaching is differentiated in order to meet the needs of each student to ensure students are able to achieve objectives. Support is provided by the SENCO and the SEND team regarding the individual needs of SEND students and ideas for strategies to support are offered
to ensure all students’ needs are met effectively within the classroom. Teachers use this information and data about students in their lessons to differentiate resources and personalise learning ensuring that all students have access to a broad and balanced curriculum. Teaching assistants work collaboratively with the class teachers and offer support to young people both inside and outside the classroom.The Academy runs a number of successful interventions to support literacy and numeracy, including small withdrawal group teaching, IDL and Accelerated Reader. At KS4 and 5, students may be granted ‘access arrangements’ (reader,scribe, additional time, separate room) to support them during the external exams.Students are assessed to determine if they are entitled to these arrangements and applications are then made to the exam board.

Staff Expertise and training

The expertise and training of staff to support children and young people with SEND, including how specialist expertise will be secured. Hall Cross Academy fully understands and supports the need for our staff to have appropriate training and be supported in meeting the needs of all students. Staff have continued professional development about SEND in line with identified training needs. This training may be gained via INSET, teaching and learning briefings and guidance from the SEN specialists in school and external agencies.The Academy works closely with multi-agency partners and specialist training is undertaken regularly throughout the year to ensure that the needs of all students are met effectively.

Effectiveness Evaluation

Evaluating the effectiveness of the provision made for children and young people with SEND.The effectiveness of provision for students with SEND is monitored on a regular basis and progress of the SEND cohort is tracked by the SENCO and members of the Senior Leadership Team. Robust quality assurance procedures, along with learning walks and observations ensure that students are receiving the best possible learning experiences in the classroom.Progress is reviewed termly with students, parents and subject staff at parents evening and SEND reviews.

Engagement in activities es with no SEND Children

How children and young people with SEND are enabled to engage in activities available with children and young people in the school who do not have SEND. Hall Cross Academy is committed to ensuring reasonable adjustments are in place to ensure that every child is able to participate fully in Academy life. All students are encouraged to participate in a wide range of extra-curricular activities, which cater for the talents and interests of all our young learners. We will always attempt to make reasonable adjustments where possible, to ensure that all students are able to actively participate and be fully included in any Academy visits.The Academy works closely with students, families and external agencies to create bespoke packages of support to ensure reasonable adjustments have been made.

Emotional and Social Support

Support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEND and measures to prevent bullying. Hall Cross Academy has a supportive pastoral team who work closely with the Inclusion team and external agencies to ensure students are supported in their emotional and social development. Form tutors and year managers see our students daily, providing an opportunity for students to share their concerns. Students with SEND have additional support from the Inclusion team and key workers. SEND students have access to the hub throughout the day, a safe, quiet environment where they can visit and have guaranteed support from a member of the Inclusion team.

Involvement from other bodies

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families.Hall Cross Academy works in partnership with a range of outside agencies and
specialist services to ensure the needs of our students and their families are met effectively. These include:

  • The Educational Psychologist Service
  • The Doncaster Hearing Impaired Service
  • The Doncaster Visual Impaired Service
  • The Speech and Language Team
  • Early Help
  • Social Care, Occupational Therapist and Physiotherapy Services

These agencies may be involved at the Assess, Plan, Do, Review stages for particular students. Arrangements for handling complaints from parents of children with SEND about the provision made at the school.

Complaint Arrangements

Hall Cross Academy aims to provide an inclusive and supportive learning environment, working wherever possible in close partnership with parents/carers to
ensure a collaborative approach to meeting students’ needs. If parents/carers have a complaint concerning provision for their child they should discuss this with the Academy’s SENCO, Nichola Laszkowicz.

If you are not satisfied that your complaint has been fully resolved a formal complaints procedure is available on the Academy website.

School Contributions to Local Offer

Details of the school’s contribution to the Local Offer, including information on where the Local Authority’s Local Offer is published. You can find more information about Doncaster’s Local Offer at:
Doncaster Local Offer SEND