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Special Educational Needs and Disabilities

Halling 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 Miss Shona Eakins who is available on the school telephone number or can be emailed at  Her usual days of work are Monday to Thursday, inclusive.

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

As Inclusion Leader, Miss Eakins’ role is to ensure that we fully meet the needs of all pupils at our school.


Miss Eakins 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.

As a part of Kent and Medway's Emotional wellbeing and support Teams, the charity runs online parent workshops on a variety of topics related to SEND and Pastoral support. For more information please view the posters below for upcoming times and dates. 

 All workshop poster terms 3 & 4.pdfDownload
 Terms 3 & 4 Calendar.pdfDownload
 Understanding ADHD 30.03.23.pdfDownload
 Understanding anxiety 07.02.23.pdfDownload
 Understanding autism 02.02.23.pdfDownload
 Understanding behaviour 15.03.23.pdfDownload
 Understanding Resilience 27.02.23.pdfDownload
 Understanding sleep and autism 22.03.23.pdfDownload
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Code of Practice

In September 2014, a new Special Educational Needs (SEN) 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.

School SEND Information

 Sept 23 SEN Information Report[92].pdfDownload
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Help and Advice

View our Kent Local Offer here

If you are concerned that your child may have traits of any type of special needs, some helpful information and websites are listed below.

If you would like to speak to your child's class teacher and the SENDCo to discuss this further, please make an appointment to do so.