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SEN & Disability

We believe that all pupils, including those with SEND, should access a broad and balanced curriculum. This is achieved by providing an exceptional level of support, in various forms, for pupils in all subject areas. Heads of Department work to establish departmental expectations and strategies for the teaching of all pupils, including those with SEND. Creating an accessible curriculum for pupils with SEND should be based on scaffolding, appropriate language and resources, and use of additional adult support where it is necessary. This will enable pupils with SEND to demonstrate a deeper understanding of each subject, in line with departmental expectations.

Each pupil with SEND has a Pupil Passport document, which is reviewed by the Learning Support team on a termly basis. Pupil Passports place each young person at the centre of their own provision by clearly outlining how they are specifically affected by their barriers to learning and the supportive measures that they require in order to access learning in the classroom. By establishing clear, personalised strategies, we ensure that the support in place for each pupil is consistent across all subject areas. Heads of Department ensure that the strategies stipulated in the Pupil Passport documents are implemented by their teams to support pupils with SEND to meet the demands of their subjects.

Our approach to supporting pupils with SEND:

“There are effective systems in place to ensure that teachers have a good understanding of the needs of pupils with SEND.”

Ofsted 2019

After thorough assessment, pupils who have been diagnosed as having a special educational need that requires additional, highly personalised intervention or support are placed on the special educational needs register. Pupils who are under investigation, or who are being monitored, are placed on the additional needs register.

Pupils’ individual needs are communicated through their Pupil Passport which, in line with the SEND Code of Practice 2014, places the pupil at the centre of their own provision by enabling them to effectively communicate their learning requirements to their teachers. It contains essential information regarding the pupil, as follows: 

  • the special educational needs of the pupil
  • a description of how their learning is affected
  • strategies required to support them in the classroom

Pupil Passports are reviewed on a termly basis.

Our approach to identifying SEND:

“Those pupils with special needs and/or disabilities (SEND) are identified quickly and receive appropriate support.”

Ofsted 2019

Upon admission, all Year 7 pupils are assessed using the following tests:

  • Star Reading Test 
  • LASS Dyslexia Screener 
  • CAT 4 Tests 

If appropriate, pupils will either be referred to the Educational Psychologist or the SENCO for further assessment and diagnosis, following consultation with parents/carers.

Teaching and support staff liaise with the SENCO if they have any concerns regarding any child who appears to be having difficulties in accessing learning. 

If a parent/carer thinks their child may have special educational needs they should contact the SENCO, or Learning Support Manager, to discuss their concerns and explore whether assessment of need is required.

Key Contacts:

Miss J. Bell


Postgraduate Certificate in Special Educational Needs
Certificate of Competence in Psychometric Testing, Assessment and Access Arrangements 

Postgraduate Certificate in Specific Learning Difficulties (Dyslexia)

RQTU number: 509013
APC number: 23/APC02029 

Learning Support Manager:
Mrs J. Hodson



Together In One Body
Corpus Christi Catholic High School
St. Vincent’s Road, Fulwood, Preston PR2 8QY
Telephone: 01772 716912 Fax: 01772 718779 Email: