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 is based on scaffolding, appropriate language and resources, and use of additional adult support where it is necessary. This enables pupils with SEND to demonstrate a deeper understanding of each subject, in line with departmental expectations.
“Ambition for SEND Learners is driven by the Headteacher. A consistency of messaging permeates, and is echoed at all levels of the organisation and there is a strong culture and belief that ‘all pupils will succeed’.”Lancashire County Council SEND Audit 2023
Upon admission, all Year 7 pupils are assessed using the following tests:
The results from these tests are reviewed and, 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.
“The assessment procedures in school are exceptional. Students are assessed at key points in their school journey to ensure that appropriate consideration of need is made and evidenced where appropriate.”Lancashire County Council SEND Audit 2023
“Those pupils with special needs and/or disabilities (SEND) are identified quickly and receive appropriate support.”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.
Each pupil with SEND has a Pupil Passport document, which is reviewed by the learning support team on a termly basis. In line with the SEND Code of Practice 2014, 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.
Pupil Passports contain essential information regarding each pupil, as follows:
A number of pupils receive additional intervention. This is necessary for those pupils who have not fully grasped aspects of the KS2 National Curriculum, and their understanding and application of this is vital if they are to access the KS3 curriculum independently. Intervention sessions focus on literacy and numeracy skills which pupils require to be successful in their study of the KS3 and KS4 curricula. As a result of this, our Year 11 SEND outcomes have been above national average in 2022 and 2023.
Support with practical skills such as handwriting and organisation of homework is also available, and the learning support team offer homework support each evening after school, enabling pupils to complete their set tasks to a high standard. If required, pupils also access highly personalised nurture provision to support them with behaviour, relationships and emotional wellbeing.
“The provision for SEND learners is holistic, and amongst the best seen by the SEND Audit team. There is strong capacity to work both operationally and strategically as a SEND team, with genuine ownership of SEND progress by all teachers, aligned with the school’s commitment to parity and equity of provision.”Lancashire County Council SEND Audit 2023
“There are effective systems in place to ensure that teachers have a good understanding of the needs of pupils with SEND.”Ofsted 2019
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