1. The kinds of special educational needs for which provision is made at the school:
We currently support children with the following Special Educational Needs, and do so in line with the
2014 Code of Practice: Specific Learning Difficulties, including dyslexia, dyspraxia, and ADHD; Autistic
Spectrum Disorder (ASD); Moderate Learning Difficulties (MLD); Speech, Language and Communication Needs
(SLCN); and Social, Emotional and Mental Health needs (SEMH).
2. The school's policies for the identification and assessment
of students with special educational needs:
The school’s policy for identifying children with SEN is in line with the SEND Code of Practice
2014. A copy of this can be
found on the school website. The school recognises that a child or young person has SEND if
they have a substantial and long term learning difficulty or disability which calls for special
educational provision to be made for them. As defined in the 2014 Code of Practice, the school accepts
that a young person has a learning difficulty or disability if they: have a significantly greater
difficulty in learning than the majority of others of the same age; or if they have a disability which
prevents or hinders them from making use of educational facilities of a kind generally provided for others
of the same age in mainstream schools or mainstream post-16 institutions.
Initial identification can be through information given to the school through the transition process from
primary school. Otherwise identification can be through the class teacher or any other member of staff who
report to the SENCo. The SENCo then makes observations, undertakes screening assessments, and reviews
evidence gathered from staff, parents and the student her/himself so that recommendations can be made to
meet individual needs. When necessary, outside agencies will be contacted where the need is deemed to
require support outside of the school’s expertise or resource. In the case of those transitioning from
another school, the SENCo will visit the school and observe the students and liaise with the SENCo there
to establish need and plan support.
3. Information about the school’s policies for making provision for
students with special educational needs whether or not students have Education Health Care Plans,
(a) how the school evaluates the effectiveness of its provision for such students;
The school evaluates the effectiveness of its provision for all students, regardless of SEN, through the
outcomes they achieve and their progression to further stages of education. All students are set
challenging progress targets for their learning achievements and the impact of teaching and additional
support is measured by the school through student outcomes. Children with SEN are expected to meet or
exceed their targets.. The school monitors the effectiveness of its main and wider curriculum through the
take up of and participation in additional activities. The evaluation of all aspects of provision includes
input from students and parents.
Where students with SEN have interventions and provision that fall outside classroom teaching and
learning, this is recorded on an on-line provision mapping tool. Provision is reviewed on this system and
its effectiveness monitored. Reports are produced from the system which detail learning plans and
provision in place for individuals.
Teachers provide detailed information on barriers in their lessons for students with SEND in their
lessons, and on the strategies in place to reduce or remove those barriers. The effectiveness of these
strategies are reviewed at academic reporting times.
(b) the school’s arrangements for assessing and reviewing the progress of students with special
Whole school assessment and monitoring procedures are in place and apply to all students at all levels.
SEN children are assessed in the same way as all other children. The school follows the Code of Practice
to assess, plan, do and review when undertaking any specific areas of support, and has structures in place
to ensure on-going regular assessment of outcomes which are discussed with the child and parents. Students
are also assessed following any periods of intensive targeted intervention.
The school’s assessment
procedures ensure that all progress is closely monitored at all times and that any concerns are rapidly
raised and the necessary support made available through the class teacher and/or the support teacher where
appropriate to enable progress (please refer to the SEN policy – available on the school website). Parents
are informed when additional learning provision is provided for their child (as per the SEND Code of
Practice, section 6.39). The SENCo works together with the rest of the Senior Leadership Team to ensure
standards are maintained across the school.
(c) the school’s approach to teaching students with special educational needs;
Children with SEN are expected to be able to work within mainstream classes, given high quality teaching
and work clearly differentiated to their level of ability. All teachers use a range of Quality First
teaching strategies which make lessons accessible to those with SEND. Specific additional intervention may
be made available for timed, structured support to raise levels where there is a clear indication that
this will achieve improved outcomes.
(d) how the school adapts the curriculum and learning environment for students with special
The school makes reasonable adjustments to the learning environment to ensure children have opportunity
wherever possible to meet expected outcomes and participate fully in all aspects of school life. The
school has strong pastoral support which supports those with a SEMH need..
(e) additional support for learning that is available to students with special educational
Additional support is provided through short-term targeted interventions which may be in class or require
withdrawal from some lessons. This additional support is planned as a result of assessment and students
are included only if the school judges it to be an appropriate intervention. These interventions include
structured literacy programmes, social/communication groups, speech and language therapy work and
emotional support. (f) activities that are available for students with special educational needs
in addition to those available in accordance with the curriculum;
All children are expected to be involved in the full range of school activities. Should a particular
disability mean that any activity is less accessible to a student who wishes to take part in it then the
school will use its best endeavours to make reasonable adjustments to enable participation. Where it is
not possible to adapt the activity to enable the student to take part then the school will provide an
alternative activity and engage the student in determining and planning this.
(g) support that is available for improving the emotional and social development of students with
special educational needs.
The school’s pastoral system supports all children with close focus on their social, emotional moral and
spiritual development. Where necessary the school has access to counsellors and external support services
who can provide short term intervention, advice and training. In the case of more severe need, outside
agency support would be sought as a matter of course.
The school has an anti-bullying policy which
applies to all students and operates in line with the school’s Character Education approach to behaviour
The school has links to health bodies and social care bodies through the local authority
and can draw on these if there is a significant need.
4. The name and contact details of the school’s SEN
The School’s SENCo is Mrs Louise Harper, who can be contacted using the main contact
details for the school which are available here.
5. Information about the expertise and training of staff in relation
to children and young people with special educational needs and about how specialist expertise will be
The school goes out of its way to employ outstanding teachers to ensure that all children receive the
highest possible quality of education. All recent research has shown that progress is made in direct
relationship to the quality of teaching. Support staff, including Teaching Assistants, Higher Level
Teaching Assistants and qualified teachers normally work within areas where they have specific expertise
to enable children to make expected levels of progress at all times and to ensure all programmes of
support are tailored to specific need. All staff receive induction and regular update training on
supporting children with SEND. All use consistent methods of differentiation and resources which the
students can understand and access. Where appropriate, specialist expertise is sought through the Local
Authority, Russell Education Trust and other relevant agencies (e.g. hearing impairment specialists).