At Hempland Primary School we want all children to achieve their full potential both academically and socially. We take into account the individual needs of every child and use a wide range of strategies so that their learning journey through school is successful and enjoyable. We aim to ensure that everyone is included and firmly believe that all children are entitled to a mainstream education wherever possible. More information about how we identify and meet Special Educational Needs can be found in our SEND Report and Policy.

Our Special Educational Needs and Disability Coordinator (SENDCo) is Miss Aimee Wilkinson .

Miss Aimee Wilkinson also leads the Well Being Team within school alongside Mrs Helen Andrews (Pastoral Lead). Working with Rebecca Brownlow  (School Wellbeing Worker), Rachael Lusby (Educational Psychologist) and a team of Pastoral Support Teaching Assistants, we are able to provide additional help for children who experience emotional difficulties.

We work with many outside agencies to ensure that Special Educational Needs are being met. These include: Educational Psychologists, Specialist Teaching Teams including Autism, Deaf Hearing Support,Physical Needs etc., Speech and Language Therapists, Occupational Therapists, Physiotherapists and the Child and Adolescent Mental Health Service (CAMHS).

Our Special Educational Needs and Disability Governor is Mrs Sally Weyman.

Contact Information

Miss Aimee Wilkinson (SENDCo)

Documents and Links

SEND Policy

SEND Report

Zones of Regulation Parent Information 



York SEND Local Offer


Ordinary Available Provision and Graduated Response

Most children with Special Educational Needs and Disability (SEND) will have their needs met effectively within the mainstream setting. Where a child or young person is identified as having SEND, schools will take action to remove barriers to learning and put effective provision in place. Schools’ professional judgement will dictate any reasonable adjustments that are made to meet need. These actions should be reviewed and refined through the cycle of Assess, Plan, Do, Review. We call this ‘The Graduated Response’.

The needs of the child or young person may change over time and provision should reflect this.

Where a child has complex, long term and significant needs with evidence to show that appropriate progress with SEND support, as outlined in our Graduated Response, has not been made, despite interventions and specialist advice, a statutory assessment may be requested.

The document linked below provides a set of minimum standards of all schools and teachers in every class for every child, known as Quality First Teaching, and any SEND provision which aims to complement Teacher Standards and the SEND Code of Practice across all our schools within Pathfinder.

SEND – Ordinary Available Provision and Graduated Response