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Hinde House


Our SEND policy, SEND Information Report and Local Offer are all in-line with the requirements of:

• Part 3 of the Children and Families Act 2014;
• The Special Educational Needs and Disability Code of Practice 2014 and 2015;
• The Special Educational Needs and Disability Regulations 2014;
• The Equality Act 2010.

Our SEND policy should also be read in conjunction with the following policies: Admissions Policy (LA version), Behaviour Policy, Accessibility Plan, Assessment Policy, Equality Information and Objectives Policy, Child Protection and Safeguarding Policy, Home Learning Policy and Parental Concerns and Complaints Policy. All policies can be found here: Hinde House - Policies

At Hinde House Academy we are proud to call ourselves an inclusive academy, as we continue to foster positive working relationships with an array of external agencies and organisations. These very relationships allow us to either enhance the support we provide to our SEND learners and their families or arrange and secure additional support from these organisations when the need arises. Furthermore, we strive to ensure that our SEND learners can access, participate in and engage with the same aspects of academy life as our non-SEND learners.

We also aim to ensure that all students, SEND and non-SEND, are given the same academic and pastoral opportunities. This entails a high regard for the Code of Practice 2015 in that:

• All students are entitled to an education that enables them to make progress
• All students have access to a broad and balanced curriculum
• Teachers are expected to set high expectations for every student, regardless of prior attainment
• Teachers are expected to use appropriate assessments to set targets which are deliberately ambitious
• Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from learning support assistants or specialist staff
• The academy regards high quality teaching, differentiated for individual students, as the first step in responding to students who have or may have SEND
• The academy regularly and carefully reviews the quality of teaching for all students, including those at risk of underachievement

The Inclusion Team has a vital role within the school and across Brigantia Learning Trust. This vision is shared across all of our Primary, Secondary and Post 16 learning establishment/s with a united approach coordinated by our Director of Academies for Primary with a lead on SEND.

In the Primary School, the Team includes the Academy SENDCO, a SEND teacher, a Senior Learning Mentor, Senior Teaching Assistant, Home-School Worker, Attendance Worker and Teaching Assistants based in year groups and leading interventions.

In the Secondary School, the Team includes: the Academy SENDCO, a Higher Level Teaching Assistant, Teaching Assistants who work primarily with core subjects and lead interventions and a full time SEND administrator. This team is one strand of our Secondary Inclusion team. Both phases work closely with our Behaviour and Welfare team who consist of our Secondary School Behaviour Manager and team of Behaviour and Welfare Officers and our Safeguarding and Welfare Officers, including our Looked –After Children officers. The teams also work closely with our attendance team to ensure that we have a detailed overview of our young peoples’ needs in order to offer the maximum support we can.

Effective support for pupils develops from parents/carers and staff in school working in partnership through structured conversations, meetings and regular contact by phone, email and home visits. Children/young people and their parents/carers need to be involved in planning and making decisions about their current and future education. Regular meetings are held with parents/carers of children/young people with SEND and Looked-After Children - with external agencies as appropriate - and including Annual Reviews for pupils with SEND.

Links with outside agencies such as Learning Support, Health Visitor, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and Educational Psychologist Service are strong. There is partnership working with other schools – both mainstream Primaries, Secondary and Special Schools. The Inclusion Teams in the Primary and Secondary Phase work closely together as a 2-16 Education environment to maximise effect and support the smooth transition for young people / pupils between learning stages. The 2-16 school works towards an effective pathway post 16, especially with Longley College 6th form College; a part of Brigantia Trust, supported by Sheffield Futures.

The Team is valued by pupils, staff and parents/carers. It is a strong, reflective Team which benefits from the links between the Primary and Secondary School, the Trust’s other secondary setting: Yewlands, and of Longley College.


Support offered by the Team includes:

  • In-class support from the Teaching Assistant Team.
  • Withdrawal support for interventions to improve speaking, reading, writing, spelling, handwriting, thinking and memory skills, Maths, emotional regulation and well- being or to address physical or medical needs.
  • Catch-up and revision sessions before and after school.
  • Teaching Assistant/Key Workers for all students with statements/ Education, Health Care Plans if required – each pupil is supported to discuss problems/liaise with subject teachers.
  • Support from the behaviour support lead (Primary) The Centre (secondary) for specific sessions, small group work, nurture, drop in support or full-time provision for a limited period.
  • Support for children/young people experiencing emotional, social, and behavioural or health difficulties.
  • Support for re-integration of students into lessons.
  • Lunchtime provision and support which includes clubs, a quiet room and homework support
  • Support for GCSE preparation
  • Very occasionally, short-term arrangement of a part-time timetable (modified or reduced)
  • Support for staff on behaviour management including individual advice, group discussion and Inset, working alongside the school's Behaviour Policy and On-Call system.
  • Support for individuals from the Learning Mentor Team or Behaviour and Welfare Officers either 1:1 or in small groups, often using solution-focused approaches and working to maximise the potential of each child/young person and break down barriers to their learning.
  • Support for groups with specific difficulties e.g. anger management.
  • Early identification of children/young people requiring additional support from agencies outside school, working alongside parents/carers using the CAF process.
  • Work with outside agencies for advice and to organise further support.
  • Support for vocational programmes for targeted young people
  • Working alongside the Safeguarding team which includes Child Protection, using CAFs, acting as the Lead Professionals and attending multi-agency meetings – core group, Child in Need meetings and Case Conferences.
  • Regular meetings with Health Visitors and the schools Nurse.
  • Supporting Looked-After children/young people in school, liaison with Social Workers around Personal Education Plans.
  • Development of strategies to improve attendance including group work with targeted students.
  • First day phone calls re non-attendance.
  • Home visits and telephone contact with families by the dedicated Attendance Team to ensure attendance at school and arrange support for families where needed.
  • Year leader and form tutor meetings/ catch ups with pupils (daily) to celebrate their attendance record or investigate absences
  • Regular contact with parents/carers in meetings, by letter, email, text or phone.



Please see the Table of Interventions below.

For further information, please refer to our SEND and Disabilities Policy or contact school:

Primary Phase: Bracken Road, Sheffield. S5 6FH

Secondary Phase: Shiregreen Lane, Sheffield S5 6AG

Primary Phase: 0114 2426874

Secondary Phase: 0114 2438486




Executive Trust Governance: Simon Winslow  - Director of Education

Non Executive Trust Governance: Alison Warner - Trustee c/o Hinde House Secondary Phase



Executive Trust Governance: tbc

Non Executive Trust Governance: Alison Warner - Trustee c/o Hinde House Secondary Phase


SENDCO - Ms Rachel Grice (email:

SENDCO Secondary - Miss Louise Fox - (email:

Sheffield Local Offer: Special educational needs and disabilities (Local Offer): Support and services for children and young people from 0 to 25