SEN Team

Assistant Head and SENCo: Mr A Carr
SENCo Assistant: Mrs K Henshall
Family Support Workers: Mr S Webster, Mrs S Macintosh, Mr J Jones
Nurture Teacher: Miss J Fisher
Designated Safeguarding Lead: Mr A Carr
Deputy Designated Safeguarding Lead: Mr S Webster
SPLD Teacher: Mrs D Whiteside
Communication Support Worker: Miss E Renwick
Year 7 pastoral Mentor /ELSA/ SALT sessions: Mrs G Cuncliffe
Year 8 Pastoral Mentor/ELSA: Miss A Evans
Year 9/10/11 Pastoral Mentor: Mr D Hughes
SEN TA’s: Mrs J Shannon, Miss D Perry, Mrs S Hughes, Mrs C Dalby, Miss L Staff

SEN Information Report

The 2014 SEND Code of Practice states that schools need to set high aspirations and outcomes for children through Quality First Teaching. They are entitled to a broad and balanced curriculum to reach these aspiration, achieving their best, becoming more confident and make a successful transition to adulthood.

The class teacher

Responsible for

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCo) know as necessary.
  • Personalised teaching and learning for your child as identified on the school’s SEND provision map.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The SENCo/: Mr A Carr


Responsible for

  • Developing and reviewing the school’s SEND
  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)
  • A thorough transition with feeder primary schools and their Year 6 teachers.
  • Close liaison with Heads of Year and Form Tutors
  • Scrutinising Ks2 data
  • Ensuring that you are
  1. i) involved in supporting your child’s learning
  2. ii) kept informed about the support your child is getting

iii) involved in reviewing how they are doing.

  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
  • Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

The Head teacher: Mrs R Hudson

Responsible for

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.
  • The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

School contact telephone number: 01244 371475

We provide effective interventions for students with a variety of needs;

SLD (Severe Learning Difficulty)
MLD (Moderate Learning Difficulty)
SpLD (Specific Learning Difficulty)
SLCN (Speech, Language or Communication Need)
C&L (Cognitive and Learning)
SEMH (Social, Emotional and Mental Health)
ASC (Autistic Spectrum Condition)
VI (Visual Impairment)

HI (Hearing Impairment)

Consulting parents and young people / assessing and reviewing progress towards outcomes 

  • SEN passport meeting with SENCo, parent and student.
  • Meeting with SENCo prior to parents evening.
  • Other meeting with SENCo or other staff as required.
  • Review assessment after each data catch

Approaches used when teaching young people with SEN

  • Quality First Teaching
  • Differentiation
  • aspirational target grades
  • fully inclusive school


  1. a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work

Intervention which may be

  • Run in the classroom or a group room.
  • Run by a teacher or a teaching assistant (TA).
  1. b) Specialist groups run by outside agencies, e.g. Speech and Language therapy

SEND Code of Practice 2014: School Support (SS)

This means a pupil has been identified by the SENCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from

  • Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Education Psychology Service (EPS).

If you have concerns about your child’s progress, you should speak to:

  • Your child’s form tutor
  • Your child’s progress leader
  • The schools SENCo

If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to

  • Listen to any concerns you may have.
  • Plan any additional support your child may need.
  • Discuss with you any referrals to outside professionals to support your child

The school budget, received from the LA, includes money for supporting children with SEND.

The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.

The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including

  • the children getting extra support already,
  • the children needing extra support,
  • the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

School provision

  • All teachers are responsible for teaching SEND pupils and ensuring Quality First Teaching.
  • Four SEND Teaching Assistants mainly working with either individual children or small groups.
  • Family Support workers offering support for children who are feeling emotional.
  • Pastoral Leads who are also Heads of Year.
  • Pastoral teams, responsible for specific years groups and deliver ELSA.
  • Specialist Nurture Teacher based in the Sanctuary a Place for children to receive specialist teaching but support to access the busy classrooms.
  • A Specialist SPLD teacher.
  • Access to Platform For Life Counseling.
  • Hearing Impaired support and BSL trained TA.

Local Authority Provision delivered in school

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • Parent Partnership Service
  • SALT (Speech and Language Therapy)

Health Provision delivered in school

  • Additional Speech and Language Therapy assessments when required
  • School Nurse

The SENCo’s job is to support the class teacher in planning for children with SEND.

  • The school provides training annually as part of School Staff Continual Professional Development and support to enable all staff to improve the teaching and learning of children, including those with SEND.
  • Students who do not currently require action are monitored at each half term, Students who have additional educational needs, requiring additional provision are discussed and Students who have more complex additional needs and who hold a Education Health Care Plan are reviewed to check the support is adequate and efective.
  • A confidential list of names of those children who have additional needs is compiled and this information is disseminated to all teaching staff via the SEND register, updated each time a change is made.
  • Information around the various SEND and Quality First Teaching strategies are available to staff.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Autism Service.

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, overlearning etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc
  • For children with Hearing Impairments we have a FM loop available, a qualified BSL practitioner to support and ensure the environment is adapted to their needs.
  • For Children with Dyslexia and Dyslexic tendencies there is a specialist SPLD teacher who advises teachers when they need it and to adapt resources, test for coloured overlay use.
  • A year group pastoral learning mentor will be on hand to ensure children are able to access the daily learning based on their emotional needs.
  • There is a Homework club specifically to support SEND children and allow them to access the Homework.
  • The Sanctuary is our SEND and Nurture base. This is where children who are finding it difficult to access larger classes can be taught with the aim of them being given the skills to fully integrate back into their year group classes.

Your child’s progress will be continually monitored by his/her subject teacher every half term.

His/her progress will be reviewed formally every half term in each subject.

The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

Regular book scrutinies and lesson observations will be carried out by the SENCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is good.

Your child’s progress will be continually monitored by his/her subject teacher every half term.

The progress of children with a EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. Those with top up funding will be reviewed formally with parents before the funding is due to cease to ensure continuation if needed.

Education is accessible for all students either by adapting timetables or rooming.

Arrangements are put in place to ensure accessibility and safety for all.

The progress of SEND students both academically via assessment and socially via the monitoring of behaviour and attendance.

Staff usage of the SEND register and One Page Profiles when required

The use of pastoral system and form tutor to monitor student well-being.

The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.

Regular book scrutiny and lesson observations will be carried out by the SENCo and other members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of teaching and learning is good.

The severity of need determines the frequency of involvement of parents and the number of meetings required to be held. Parents are, however, always welcome to make an appointment with form tutors, heads of year or SENCo.


The form tutor, progress leader is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

  • The SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Personal progress targets will be reviewed with your involvement every term.
  • Homework will be adjusted as needed to your child’s individual requirements.

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

The SENCo will visit your child’s primary/other school to discuss your child with the class teacher and the SENCo.

The transition process involves:

  • Early identification of vulnerable students
  • Data collation – KS2 Sats – Teacher assessment
  • staff visit to Primary schools
  • Full day cohort visit
  • Literacy assessment (spelling/reading comprehension)
  • Y6 student/parent/carer transition evening
  • All data shared with teaching and TA support staff
  • Y7 overnight trip
  • Communication with Head of Year and Form tutor.


Other Students:

  • Students are provided with careers guidance.
  • The school provides support around the different transition phases (between key stages/higher education/training).
  • We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. Pupils with SEN are also encouraged to be part of the wide variety of clubs to promote teamwork/building friendships etc. We have a zero tolerance approach to bullying.


For those children who find aspects of this difficult we offer:

  • Family Support workers
  • School Mentors
  • Pastoral Year group team
  • Social Skills
  • Art Therapy
  • ELSA sessions
  • Access to Platform for Life Sessions
  • Access to the Sanctuary nurture centre
  • Sanctuary After School
  • Young Carers

If your child still needs extra support, with your permission the SENC0/Family Support will access further support through the TAF process.

Lexia: Lexia Reading™ enables students of all ages and abilities to master essential reading skills.

That Reading Thing: This is a course which has been written specifically for pupils who struggle with reading. It assists them to build up and break down words into syllables and to widen their reading material.

Vocabulary Enrichment Programme: A programme recommended by SALT. The focus of the programme is to enhance the understanding and to facilitate the expression of a wide range of basic and relevant concepts, meaning and vocabulary (words) in students with varied SLCN in schools. (SLCN : specific speech, language and communication difficulties)

SPLD: This intervention will assist students to improve their spelling, handwriting and reading skills.

Mentoring: This programme will be personalised according to the needs of the students.

SALT: A programme which will assist students to improve their working memory and to improve their vocabulary choices.

Social Skills: A programme designed to assist students to improve their social interaction with peers and adults around them.

ELSA: This is an initiative developed and supported by educational psychologists. Staff have been trained by Educational Psychologists to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs.

Art Therapy:  A drawing and talking intervention which is designed to support the young person to reduce the impact of  emotional trauma.

Heart maths:  A programme designed to help people reduce stress, anxiety and anger by working on the coherence between their breathing and the heart rate. It does this by focusing breathing techniques.

The school has disabled access and elevators as we are a new build school. The corridors are large enough to comfortably navigate around and disabled toilets are situated on each floor.

The resources of the SEND department are fully accessible for all students.

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND. All of our extra-curricular activities and school visits are available to all of our pupils, including our extensive after-school clubs. All pupils are encouraged to go on our residential trips and all pupils are encouraged to take part in sports day, school plays, special workshops, etc. No pupil is ever excluded from taking part in these activities because of their SEN or disability.

Complaints Process

  • Contact SENCo (Mr A Carr)
  • Contact Headteacher (Mrs R Hudson)