"Leaders have established an inclusive culture that prioritises early identification of pupils' needs." – Ofsted, December 2025

Welcome to SEND at South Hylton Primary Academy

At South Hylton Primary Academy, we are proud of our inclusive culture and our commitment to ensuring that every child feels valued, supported and successful. We believe that all children have the right to an education that enables them to achieve their full potential, develop confidence and independence, and prepare them for life beyond primary school.

We recognise that every child is unique. Some children may require additional support at different points in their educational journey and we are committed to identifying and responding to those needs as early as possible. Through high-quality teaching, effective partnerships with families and personalised support, we strive to remove barriers to learning and ensure that every pupil can thrive academically, socially and emotionally.

The information within this section of the website should be read alongside our SEND Information Report, SEND Policy and Accessibility Plan, which can all be found within the Key Information section of the website.

Our SEND Vision

At South Hylton Primary Academy, inclusion is at the heart of everything we do. We are committed to ensuring that pupils with Special Educational Needs and Disabilities (SEND) are fully included in all aspects of school life and have access to the same opportunities, experiences and ambitions as their peers.

We believe it is important for our pupils to develop independence, resilience and confidence so that they can make safe choices, build positive relationships and become well-rounded individuals. We maintain high expectations for all pupils and work closely with families, external professionals and pupils themselves to ensure that support is tailored to individual needs.

 

''Pupils feel welcome and safe in this inclusive school from the moment they arrive each morning.

How We Identify and Support Needs" - Ofsted, December 2025

We understand that early identification is crucial in ensuring children receive the support they need to succeed. Staff work closely with families, external agencies and specialists to identify emerging needs and implement appropriate support as quickly as possible.

Needs may be identified through:

• Teacher observations and ongoing assessment

• Discussions with parents and carers

• Pupil progress meetings

• Screening and diagnostic assessments

• Advice from health professionals and external agencies

• Information shared during transition into school

Where additional support is required, we follow the graduated approach outlined in the SEND Code of Practice:

Assess – identifying strengths, barriers and areas of need.

Plan – agreeing outcomes and support strategies.

Do – implementing support and interventions.

Review – evaluating impact and planning next steps.

This cycle ensures that support remains responsive, personalised and effective.

High-Quality Inclusive Teaching

The most effective support for pupils with SEND begins with high-quality teaching. Teachers carefully adapt lessons, resources and learning environments so that all pupils can access the curriculum and achieve success.

Where necessary, pupils may receive additional support through:

• Targeted interventions

• Speech, language and communication support

• Social, emotional and mental health support

• Specialist resources and assistive technology

• Reasonable adjustments to teaching and learning

• Advice and support from external professionals

Our staff receive ongoing training and professional development to ensure they have the knowledge and skills required to meet the diverse needs of our pupils.

"Leaders work proactively with parents and external agencies to support pupils' needs." Ofsted, December 2025

Working in Partnership with Families

We recognise that parents and carers are their child's first and most important educators. We value the knowledge, insights and aspirations that families bring and believe that strong partnerships are essential in achieving the best outcomes for children.

Parents and carers are involved throughout the SEND process through regular communication, review meetings and, where appropriate, annual reviews of Education, Health and Care Plans (EHCPs). Together, we work to ensure that support is effective and focused on helping each child achieve their goals.

A Culture of Inclusion

Our most recent Ofsted inspection recognised the strength of our inclusive practice and the positive impact this has on pupils.

Inspectors found that barriers to learning and wellbeing are reduced through strategic support and reasonable adjustments. They recognised that leaders work proactively with parents and external agencies to ensure that pupils receive the right level of support to help them develop academically and more widely.

At South Hylton Primary Academy, we are committed to creating a learning environment where every child feels that they belong. We celebrate difference, promote understanding and ensure that all pupils are able to participate fully in school life.

"Barriers to learning and wellbeing are reduced through strategic support and reasonable adjustments." Ofsted, December 2025

Preparing for the Future

We are committed to ensuring that all pupils are well prepared for the next stage of their education and for life beyond school.

Effective transition arrangements are in place for pupils joining our school, moving between year groups and transferring to secondary education. We work closely with families, receiving schools and external professionals to ensure that transitions are carefully planned and successful.

Contacting the SEND Team

If you would like to discuss your child's needs or find out more about the support available at South Hylton Primary Academy, please contact our SEND Team.

SENCo:
Lisa Collins

Telephone:
0191 563 4180

Email:

Lisa.COLLINS@southhylton.org.uk

We look forward to working in partnership with you to ensure every child feels valued, included and able to flourish.