SEND Information Report

Hassenbrook Academy is a fully inclusive mainstream academy serving pupils in the Borough of Thurrock.

Hassenbrook is committed to providing access to a first-class education for all its pupils, including those with Special Educational Needs and Disabilities (SEND) and other vulnerable groups, for example Looked After Children. All pupils are valued equally, regardless of where their abilities lie. All pupils are entitled to have access to a broad, balanced, and relevant curriculum, which is differentiated to meet individual needs in both content and styles of learning. Hassenbrook staff recognise and are committed to fulfilling their responsibility to ensure that every pupil has an equal opportunity to attain good outcomes in their learning, progress and personal development


Pupils of all ages and all abilities will:

  • Be treated as individuals where their individual needs, interests and aptitudes are recognised. Be entitled to have an emerging or evident special educational need identified and assessed.
  • Be provided with opportunities for continued growth and development so that they can increase their self-esteem and become confident.
  • Receive a balanced curriculum in both content and style of delivery which allows them to make informed choices as they progress beyond the academy.
  • Be encouraged to achieve their full potential, whatever their abilities.
  • Be encouraged to learn through a range of enjoyable and stimulating experiences in an atmosphere where pupils feel valued, encouraged and safe.
  • Learn to take an increasing responsibility for their own learning and actions so that they will be equipped to deal with life after academy Be encouraged to see education as a life-long process to the benefit of all aspects of their life
  • Be taught by outstanding teachers in the belief that every teacher is a teacher of every pupil, including those with SEND
  • This SEND Information Report outlines information regarding the ways in which we provide support for all pupils with Special Educational Needs and Disabilities (SEND), in order to realise their full potential, make outstanding academic and personal progress and grow to be equipped for their future lives. Provision may change and develop over time.


The information required to be included in this SEND Information Report is stated in


The Special Educational Needs and Disability Regulations 2014 SCHEDULE 1: Information to be included in the SEN Information Report. This can be found at:

January 2022




1. The kinds of special educational needs and disabilities for which provision is made at the academy


How is SEND defined?

Academy Response

Pupils have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. More specifically, pupils have a learning difficulty if they have a significantly greater difficulty in learning, than the majority of pupils of the same age or have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream academies.

(SEND Code of Practice (COP) 2014)








What kinds of SEND do pupils have at Hassenbrook?


A pupil is disabled if they have a physical or mental impairment that has a long term (a Year or more) and substantial (more than minor or trivial) adverse effect on their ability to carry out normal day to day activities.

(The Equality Act 2010)


Pupils at Hassenbrook Academy have a range of difficulties including Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health difficulties and Sensory or Physical difficulties.



Academy Response


2. Information, in relation to mainstream academies about the academy’s policies for the identification and assessment of pupils with special educational needs and disabilities


How do we know if a pupil needs extra help?

Academy Response

When your child first joins the Academy, we use information from a range of sources to help identify SEND and other needs. These include information from parents/carers; primary academy teachers; end of key stage 2 levels (where available); baseline testing; Cognitive Ability Tests (CAT tests); literacy and numeracy tests; subject teachers; specialist colleagues and external agencies.

Our subject teachers, Tutors, Middle and Subject Leaders, Heads of Year and Pastoral Support Managers closely track and monitor the progress and attainment of all pupils, including those who have SEND. The continuous monitoring of pupils during their time at Hassenbrook further identifies pupils with a special educational need. This identification may come from tutors, subject teachers, learning support assistants, Heads of Year, Pastoral Support Managers, outside agencies, parents/carers or the pupils themselves. If your child needs to be assessed we would use a range of assessments depending on the area of need, and you will be contacted should we judge that your child's needs require further investigation. If it is considered that a family may need support, the academy has good working relationships with outside agencies and a referral can be made to these agencies to gain support for them.














How do you evaluate provision?

We follow a graduated approach to identifying and assessing needs, using the ‘Assess, Plan, Do, Review’ model. The triggers for intervention could be based on concerns raised by teaching or support staff underpinned by evidence. This evidence would demonstrate how a pupil who, despite receiving differentiated teaching and learning provision through our quality first teaching approach, does not make expected progress.


All pupils with SEND are on the SEND register. The register is accessible by all staff. Staff use this information along with each pupil’s Learning Support Plan to inform their lesson planning, teaching and interaction with pupils. Targeted interventions are planned and delivered where appropriate. This may include small group or individual work across a broad range of activities.



The academy has a Quality Assurance process that assesses the effectiveness of Teaching and Learning for all pupils, including those with SEND and the outcomes of these evaluations are used to create and implement action plans for a range of aspects of academy life. These are reviewed regularly. Where possible, pupils with

SEND are also consulted; through pupil voice surveys, to find out what they believe are the most effective ways to support them.


3a. How the academy evaluates the effectiveness of its provision for such pupils


How will I know that my child is making progress?

Academy Response

All pupils, including those with SEND, are assessed on a regular basis, in accordance with the Academy’s Assessment Policy. Teachers formally assess and review progress and attainment and this information is communicated to parents/carers via academy reports, and through parents' evenings and online consultations. All pupils with an Education, Health and Care Plan also have an Annual Review.


Pupils who are on the SEND register also have a termly review as part of their individual Learning Support Plan. During this review SEND pupils discuss their targets






How do you evaluate provision?

which are centred around Literacy, Numeracy and SEMH and Wellbeing (KS3) and Literacy, subject specific target(s), SEMH and Wellbeing (KS4).


The academy has a Quality Assurance process that assesses the effectiveness of Teaching and Learning for all pupils, including those with SEND and the outcomes of these evaluations are used to create and implement action plans for a range of aspects of academy life. These are reviewed regularly. Where possible, pupils with

SEND are also consulted about what they believe are the most effective ways to support them.


3b. The academy’s arrangements for assessing and reviewing the progress of pupils with special educational needs and disabilities


How do you check and review the progress of my child and how will I be involved?

Academy Response

The academy has regular assessments points throughout the academic Year, after which point the progress of pupils is analysed. Heads of Department, Subject Leaders, Heads Of Year, Pastoral Support Managers and Inclusion staff monitor and review the assessment data of pupils and pick up on any subjects where a child is not making expected progress. Appropriate intervention is then put in place.


After analysis of pupil information at each assessment point, at the following assessment point the academy assesses the impact of interventions that have been put in place.


The academy welcomes the involvement of parents/carers and work hard to keep you up to date and involved with your child’s progress. We do this through parents' evenings; appointments for face-to-face meetings between parents and staff; telephone calls; emails; Annual Reviews/termly reviews (for those on the SEND register).


The academy provides information for parents through the website, Open evenings/days, Facebook live, Parents Evenings and letters home.



Academy Response

3c. The academy’s approach to teaching pupils with special educational needs and disabilities

How do teachers help pupils with SEND?









How do teachers help pupils with SEND?

Teaching pupils with SEND is a whole academy responsibility and high-quality teaching which is differentiated to meet the needs of pupils, is the first response to supporting pupils with SEND.


All teachers are communicated with about each child’s individual SEND needs through carefully crafted Learning Support Plans. Teachers will use these and their knowledge of your child to adapt their lessons to meet their learning requirements. A child’s Learning Support Plan can be accessed on the Academies secured Network Drives.

Teachers have experience and/or are trained in doing this.


This may involve using different strategies, more practical/adaptation of resources and activities /different ways of communicating. This means each child can access their lessons fully.


Within academy there are a variety of staff roles to help us fully support your child. Where it is felt it is the right thing to do, a pupil may be offered additional help and support, in which case you would be informed. There are a range of interventions and additional subject support available, and should your child need this, it would be discussed with you.


When your child is approaching the start of Key Stage 4, if there is evidence to suggest that your child may need this, the academy will assess and apply for exam

Access Arrangements according to the Joint Council for Qualifications.


3d. How the academy adapts the curriculum and learning environment for pupils with special educational needs


How will the curriculum be matched to my child’s needs

Academy Response

1. Most of our pupils follow a mainstream curriculum, however a small number of learners have a more personalised curriculum to match their individual needs, interests and abilities.



How accessible is the academy environment?

Other examples of a more personalised curriculum pathway may include guidance for option choices; additional literacy and numeracy; intervention groups and the number and type of qualifications studied for.


Our academy is safe and accessible. We have placed a focus on making it welcoming to the whole community.


Safeguarding procedures and risk assessments are in place and adhered to by staff. We have a range of different facilities to help SEND pupils throughout our academy including a number of lifts to access all areas, disabled toilets, a soft play/sensory room, step-less entrances to all buildings, wide corridors and equipment to help with reading and writing.


An Accessibility Plan is in place and available from the academy website.


3e Additional support for learning that is available to pupils with special educational needs


Is there additional support available to help pupils with SEND with their learning?





How are the academy’s resources

allocated and matched to children’s special

educational needs?

Academy Response

1. How accessible is the academy environment?

We have a wide range of staff to support pupils and address additional needs they may have, including pupils with SEND. This includes

  1. The academy SENDCo;
  2. The trainee SENDCo
  3. The Learning Support Assistants (LSAs)
  4. Support from Heads Of Year and Pastoral Support Managers.


Resources allocated are based on evidence of need and effectiveness of impact. Pupils with an EHCP have resources allocated as outlined in their statement or plan. At times, LSAs are allocated, where resources allow, to support pupils in lessons.

Staff liaise closely with them to ensure maximum effectiveness. They have a huge




How is the decision made about how much/what support my child will receive?

range of skills to offer in supporting pupils directly and indirectly, assisting staff and helping parents/carers.


Pupils with EHCP’s will have targets and strategies set through information gathered by the Inclusion Team, Teaching and Pastoral Staff. Annual Reviews involving the pupil, parents/carers, staff and other professionals evaluate those targets and strategies. The decision about the effectiveness of and the support given to each pupil is based on evidence of need and impact.


3f. How the academy enables pupils with SEND to engage in the activities of the academy (including physical activities) together with children who do not have SEND


What social, before and after academy, and other activities are available for pupils with SEND?



How can my child and I find out about these activities?


How will my child be included in educational visits and activities outside the classroom?

Academy Response

At Hassenbrook Academy we aim to make all extra-curricular activities available to all pupils, including those with SEND. Adaptation or additional staffing is made available if required and Inclusion staff are available for assistance and management of pupils for extra-curricular clubs and Trips if required.




Details of all available clubs can be found on the Academy’s website. Additionally, we run a wide range of activities to support SEND pupils including, Homework Club, Lunch and Break Time Social Clubs within the Hub.


We also run coursework/revision sessions for older pupils as and when required. SEND students are identified, are by invitation only and are discussed with parents.


The SEND team ensure that risk assessments are conducted for vulnerable pupils so that they can participate in academy visits. This will often involve additional provision of staff such as LSAs who regularly work with the pupils. Parents will be fully informed



and involved in discussions about academy visit provision and the support a SEND pupil will need.


3g. Support that is available for improving the emotional, mental and social development of pupils with special educational needs and disabilities


How will my child’s pastoral needs be taken care of?

Academy Response

At Hassenbrook Academy we realise that pastoral care is at the root of an excellent academy experience. We take these responsibilities very seriously. There are numerous ways in which we support the wellbeing of all pupils, and in particular pupils with SEND.


All pupils have a form tutor as their first port of call. We aim to keep this person consistent throughout each pupils’ educational journey from Year 7 to Year 11, with the aim that pupils build strong relationships with their tutor.


There are additional members of staff who are able to provide pastoral support, these include: A Head of year, A Pastoral Support Manager, LSAs, the Designated Safeguarding Lead. All Teachers at Hassenbrook Academy recognise the importance of the Pastoral care and personal development of all pupils.


In addition to this SEND pupils can also rely on the academy Hub provision for support. The SEN base is known to pupils as ‘The Hub’. The space is available (on invitation) to the pupils during non-lesson time, from 8.50 am to 2.40 pm every day. The Hub provides a nurturing environment to our vulnerable pupils as well as a space for specialist teaching programmes, such as ASDAN and other Literacy, Numeracy and SEMH and Well Being intervention work.


Clear routines, regular pastoral conversations and strong relationships with the trainee SENDCo, LSAs, Pastoral support Managers, foster the sense of belonging and confidence that allows pupils to spend ever increasing periods of time with their peers in mainstream classes.



At Hassenbrook, we have excellent connections with external services that work with us to support the wellbeing of our pupils.


Hassenbrook Academy provides internal mentoring with dedicated academy mentors, and regularly accesses external agencies such as Thurrocks’s Child Family Consultation Service (‘Child and Adolescent Mental Health Service) EWMHS


4. In relation to mainstream academies, the name and contact details of the Special Educational Needs ad Disabilites co-ordinator


Who should I contact if I want to find out more about how The Academy supports pupils with SEND?




What should I do if I think my child may have

A special educational need or disability

Academy Response

The academies SENDCo is Reginald Jones

Contact details:

Email -

Phone - 01375 671566 (and ask to be connected to Mr. Jones)




Speak to your Child’s Tutor, Head of Year or subject teachers in the first instance


5. Information about the expertise and training of staff in relation to children and young people with special educational needs and disabilities

and about how


What training have the staff supporting children and young people with SEND had or are having ?

Academy Response

Our Send Team is an experienced team of educational professionals comprised of the SENDCo, Trainee SENDCo, and a number of LSAs.

Within this team we have staff who have a range of experience and training.


Training is provided to all staff through the academy’s Continuing Professional Development programme which includes teachers and support staff regarding best practice for SEND pupils.

specialist expertise will be secured


Hassenbrook Academy is committed to the ongoing training of all staff and to offering opportunities to further develop skills. To that end staff are encouraged to access new training, or to attend refresher courses for previously acquired skills should the need arise.


All new staff follow an induction programme which includes training and information on SEND administered by the SENDCO

As a academy we can call on support from specialist organisations from within the Local Authority, charities, as well as Health and Social Care Services.


  1. Information about how equipment and facilities to support children and young people with special educational needs and disabilities will be secured




  1. The arrangements for consulting parents of children with special educational needs and disabilities about, and involving such parents in, the education of their child.


What happens if my child needs specialist equipment or other facilities?






How will I be involved in discussion

about and planning for my child’s education?

Academy Response

As an academy we can access a range of services including the Visual and Hearing Impairment Team and Disability Team. These services are contacted when necessary to obtain appropriate equipment and facilities according to your child’s needs. If you believe your child needs specialist equipment or other facilities, please contact Mr Jones or Ms Knowles to discuss the issue at the next review/parents evening.



There are a number of ways that you can help us to support the education and development of your child:

Helping your child to be organised for their day (including bringing the right equipment and books)

Full attendance and good punctuality Ensure uniform is of the highest standard ensure that they complete their homework read with your child

attend parents’ evenings

attend any meetings specifically arranged for your child





How will you help me to support my child’s learning?

If your child has SEND and they are going to start at Hassenbrook Academy please contact the academy as early as possible in order that a visit can be arranged, and any queries you may have can be addressed.






We will support you by having regular communication and contacting you during the course of the year. Learning Support Plans will be in place for your child in academy, and your child will have targets recorded and placed in their planner. These targets will be reviewed on a termly basis


  1. The arrangements for consulting young people with special educational needs and disabilities about, and involving them in, their education






  1. Any arrangements made by the governing body or the proprietor

relating to the treatment


How will my child be involved in his/her own learning and decisions made about his/her education?

Academy Response

Pupils are encouraged to take part in Pupil Voice activities, attend review meetings, contribute to and take ownership of target setting, and review and reflect on their learning and achievements by having 1:1 discussion with a member of the SEND Team on specially designated review days.

Mentoring programmes happen throughout the year with specific pupils, when pupils have detailed discussions with their mentors about their wellbeing, attainment, progress and next steps for improvement.





Please contact the academy’s SENDCo: Name: Mr. Reginald Jones

of complaints from parents of pupils with special educational needs and disabilities concerning the provision made at the academy

Who can I contact for further information?






Who can I contact if I have a complaint?

Email - Phone -01375 671566 (and ask to be connected to Mr. Jones)




If you have a complaint, please contact the SENDCo, Mr Jones or the Academy Principal, Mrs S Feeney.


The academy’s complaints procedure is also available on the academy’s website.


10. How the governing body involves other bodies, including health and social services, local authority support and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils


What specialist services and expertise are available at or accessed by the academy?

Academy Response

As a academy we can access a range of services including: Child and Adolescent Mental Health Service (CAMHS), Social Care, Academy Nurse Service, Educational Psychology Service, SEN Borough Advisory Department (involved with EHCP/statemented pupils particularly from Year 8 onwards), Speech and Language Therapy Service, Education Entitlement and Occupational Therapy Service.


These services are contacted when necessary and appropriate, according to your child’s needs. The academy works closely with the Borough of Thurrock SEN Department and uses the Early Help Assessment process when appropriate to do so. If you believe your child needs support from a specialist please contact Mr Jones or discuss at the next review/parents evening.






11. The contact details of support services for the parents of pupils with special educational needs and disabilities, including those for arrangements made in accordance with section 32.



Who should I contact to find out about support for parents and families of children with SEND?

Academy Response

Family Advice and Support Service:



Thurrock Support for SEND: offer


Thurrock Specialist Support Service (Including Hearing and Visual Impairment Service) services

Early Help Assessment (EHA): and-support-service


Child and Adolescent Mental Health Service (CAMHS): young-people-mental-health-services


SEND Parental Support:



Young Minds – Child well-being and mental health charity:

Local SEN Advocacy


  1. The academy’s arrangements for supporting pupils with special educational needs and disabilities in a transfer between phases of education or in preparation for adulthood and independent living





  1. Information on where the local authority’s local offer is published


How will the academy prepare and support my child when joining your academy or transferring to a new academy or post-16 provision?







Where can I find out about other services that might be available for our family and my child

Academy Response

We liaise closely with primary schools and regularly attend annual reviews for Year 6 pupils who are due to attend Hassenbrook Academy, with the aim that we know your child before they begin their education with us.


We provide additional transition support both before your child starts and afterwards in the form of our Transition Days, if it is needed.


We also host a Summer School for Year 6 pupils prior to them joining in September. All children receive advice on curriculum choice options and careers at KS4 and they visit colleges to explore Post-16 courses.

If additional support is needed this is put in place.

We work closely with SEN careers to ensure relevant paperwork is completed for pupils with EHCP’s prior to Post 16 transition.


Borough of Thurrock Local Offer information:

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