Inclusion and Special Educational Needs & Disabilities (SEND)

Sutton-at-Hone is proud of its inclusive ethos and is fully committed to ensuring all pupils, regardless of their background, additional educational needs, race or gender are able to fulfil their potential.

Key contacts

Our Inclusion Leader and SENCo is Mrs Maggie Young who is available on the school telephone number or can be emailed at  Her usual days of work are Tuesday, Wednesday and Thursday.

Our SEN Governor can also be contacted via the school number or

As Inclusion Leader, Mrs Young’s role is to ensure that we fully meet the needs of all pupils at our school. Needs may include:

Learning Physical
 Communication  Medical
 Social  Cultural
 Emotional  Safety
 Sensory  Children in Care

Mrs Young works closely with parents, carers, teachers, teaching assistants and external experts so that we can provide the support that may be needed.

We work hard to ensure that all of our pupils’ needs are identified at an early stage and will be met, monitored and reviewed regularly.

Code of Practice

In September 2014, a new Special Educational Needs & Disabilities (SEND) Code of Practice came into effect. The definitions below are used within that key document.

Definition of Special Educational Needs (SEN)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty if he or she:

(a) has a significantly greater difficulty in learning than the majority of others of the same age; or

(b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream post-16 institutions. SEN code of Practice (2014, p.4)

Definition of a disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is “…a physical or mental impairment which has long term and substantial adverse effect on their ability to carry out normal day-to-day activities”. This definition provides a relatively low threshold and includes more children than many realise: “long term” is defined as “a year or more” and “substantial” is defined as “more than minor or trivial” SEN Code of Practice (2014 p.5)


A note regarding admissions

  • Decisions on the admission of pupils with a statement of Special Educational Needs / Education, Health and Care (EHC) plan are made by the Local Authority.
  • The admission arrangements for pupils without a statement of Special Educational Needs or EHC plan do not discriminate against or disadvantage disabled children or those with special educational needs.


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