Special Educational Needs or Disabilities

Click here for SEN Information Report

The Equal Opportunities Department has responsibility for the registration, support and review of all students with special educational needs in the school.

The Special Educational Needs Code of Practice for England and Wales requires us to register our students:

  • at School Action, where all support comes from within the school’s existing resources;
  • at School Action Plus, where other agencies, such as the Educational Psychologist, are involved in decision-making and resource allocation;
  • as having a Statement of Special Educational Needs, following a formal assessment.

We monitor progress via Annual Reviews and Individual Education Plans with termly targets.

Key Stage 3

At the beginning of Key Stage 3, we aim to continue the special educational provision that junior schools have already put in place.

Year 7 students who arrive at School Action or School Action Plus or who have Statements of Special Educational Needs will remain at that stage of the national Code of Practice. Others, who fall short of National Curriculum level 4 in English or Mathematics, may be registered at School Action.

Those on the Special Educational Needs register become eligible for various categories and levels of learning support. They may

  • participate in computer-based literacy and numeracy sessions before and after school;
  • attend a small literacy progress group meeting during morning registration; have lessons in a small group, with classroom support, to improve their access to a broad and balanced curriculum.

Individual Education Plans and Annual Reviews are used to set targets and monitor their progress.

Key Stage 4

During key stage 3, our focus is on the development of literacy and numeracy in our students with special educational needs. We aim, through specialist teaching and classroom support, to provide them with the basic skills required to access the full curriculum and to perform to the best of their ability in all assessments.

At key stage 4, the emphasis shifts to broader issues. Some students with special educational needs attend small-group sessions where we provide help with study and revision skills, coursework and reading development. We aim to ensure that any residual literacy or organisational problems do not impede academic progress.