Special Educational Needs and Disability

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age or;
  • has a disability which prevents or hinders him or her 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.

1.How will we know if your child needs extra support?

  • Transition meetings with primary schools in which we discuss all children and their strengths and difficulties – these meetings highlight children requiring additional support.
  • Baseline assessments upon arrival and regular monitoring and assessment highlights areas in which young people need additional intervention for support with learning.
  • Referrals or concerns received from staff are explored and investigated and appropriate support is put in place where necessary.
  • Parents and carers can contact school with any concerns which can be discussed and investigated.
  • Pupils themselves can self ‐ refer if they feel they need support.


2.What we ask you to do if you feel that your child has a special educational need?

  • Contact school and ask to speak or meet with the SENCo (Mrs Hartley) or your child’s head of year to outline your concerns. These concerns will be fully investigated and relevant support put in place where appropriate.


3. How will school staff support your child?

  • In the first instance many children can be successfully supported through quality first teaching and suitable differentiation within the classroom.
  • Where additional support is required assessments will be completed and a plan will be put into place which could include:
  • In class support
  • Small group/1-1 literacy or numeracy intervention
  • Small group/1-1 support to help pupils with social, mental and emotional health difficulties
  • 1-1 support for behavioural coaching and mentoring.
  • Small group 1-1 support for developing social, communication and interaction skills.
  • Small group/1-1 support for improving fine motor skills and handwriting.
  • Access to specialist literacy/numeracy packages.

(Where intervention packages are put in place, this will inevitably mean short or long term withdrawal from mainstream classes.)


4. How is our curriculum matched to your child’s needs?

  • In most cases all children will follow the same curriculum, however this will be differentiated according to need and ability ensuring that all learning is accessible and that all pupils can experience a sense of achievement.
  • Classes are set according to ability – in each year group we have a ‘small group’ class for those pupils experiencing significant learning difficulties. Small group classes are kept much smaller in number than other classes to allow for more individual teacher input and will always have a TA present.
  • If appropriate at Key Stage 4 a vocational route or alternative placement may be arranged to ensure that all young people can engage actively in their education and follow an educational route suitable to their individual needs and aspirations.


5. What support will there be for your child?

a) What is the pastoral, medical and social support available for children with SEND?

  • In addition to the extensive whole school pastoral support package young people with SEND could receive additional personalised support including : small group class support, access to support and intervention through our Student Support Centre; access to the Student Support Centre before and after school and at break times and lunchtimes.
  • Through our Student Support Centre we offer a wide range of interventions to help pupils with social, mental and emotional health difficulties tailored to individual need and circumstance.

b) How do we manage the administration of medicines and providing personal care?

  • Where young people are identified as having physical a medical needs requiring medication to be administered in school a Health Care Plan will be completed and necessary arrangements implemented.
  • A hygiene suit with electric hoist and a rise and fall toilet and sink is available in the student support centre.

c) How do we support children during unsupervised time?

  • Staff are deployed at break times to supervise activity in all areas of the school.
  • Pupils with SEND are invited to spend their break times and lunchtimes in the Student Support Centre which is staffed and a range of activities are on offer.
  • The LRC is also staffed by members of the SEND team and is available to all students during these times.

d) How does school manage transitions between different activities during the day?.

  • Pupils in nurture group can be escorted to and from lessons should this be appropriate.
  • Visual timetables are available to support the transition between lessons and enable pupils with SEN to prepare their day and transitions in advance.

e) What support is there for behaviour, avoiding exclusions and increasing attendance? How will your child be able to contribute his/her views?

  • Through our Student Support Centre we offer a wide range of interventions to help pupils with social, mental and emotional health difficulties tailored to individual need and circumstance.
  • We have a full and comprehensive rewards and sanctions policy with the emphasis on rewarding achievement and positive contributions to school.
  • Parental contact is a high priority when any incidents of poor behaviour occur in order for issues to be remedied and a consistent approach to be adopted.
  • When problems with behaviour and attendance are persistent we can engage with external agencies to offer increased and personalised packages of support.
  • Young people’s views are taken into account at every stage of their education through pupil voice, contributions to meetings about their progress and achievement.

f) How will we use the expert knowledge you have about your children?

  • At all relevant points in your child’s education your views and advice will be sought in order to help us fully understand their needs, strengths and difficulties.


6. What specialist services and expertise are available at or accessed by the school?

  • Staff in our SEN department access a wide range of training and CPD in order to ensure that the needs of children can be met.
  • We engage support for a wide range of services including: Mental Health teams, Counselling services, Targeted Education Support Services, Educational Psychology Service, Community Support Services and voluntary organisations, Gateway and Social Care and medical professionals.
  • Where any specific needs arise we ensure that the most appropriate experts are engaged to work with us and our young people and their families to offer the best possible support.


7. What training are the staff supporting children and young people with SEND in receipt of.

  • Literacy: We have staff trained in Soundswrite, Delivering Toe by Toe and Word Wasp. We have the Lexia programme that can be used both in school and at home.
  • Numeracy: We have staff trained in Maths Recovery, Numicon, delivering Plus 1 and Power of 2.
  • Emotional and behavioural Support: We have a level 3 TA who specialises in this area.


8. How will your child/young person be included in activities outside the classroom, including school trips?

  • The school provides a wide range of educational and extra – curricular activities taking account of varying capabilities and interests.
  • Teaching assistants and SEN staff attend school trips enabling all pupils to be involved.
  • Parental advice and expertise will always be sought where necessary as part of Health Care plans and in providing consent for pupils to attend educational visits and school trips.


9. How accessible is the school environment?

  • There are 4 lifts available in school, however some parts of school are not accessible to students with mobility difficulties.
  • We have accessible changing and toileting facilities.
  • We seek advice and expertise from parents and specialist teams to ensure that the visual and auditory environment is suitable for learners.
  • The school SEN budget and personal budgets allows us to provide equipment and facilities to support children and young people with Special Educational Needs.


10. How will the school prepare and support your child/young person to join the school, transfer to a new school or the next stage of education and life?

  • Transition meetings are held with primary schools in which we discuss all children and their strengths and difficulties – these meetings highlight children requiring additional support.
  • We offer a more intensive transition package in additional to regular transition days in order to enable pupils to meet key staff and classmates, adapt the become familiar with their new learning environment and discuss any concerns they may have.
  • At all key transitional points the SEN team offer support to ensure that appropriate provision is available to make the transition as smooth as possible, for example the SENCo is available to advise during the options process in Year 9 and can offer support and advice when decisions are being made for Post 16 pathways.
  • When pupils encounter a transition between school post year 7 we liaise with the donor school and any agencies involved to gather pertinent information, complete an assessment of need and put in place a plan for their successful integration into school life with us.
  • We liaise closely with Post 16 establishments to pass on relevant information and where necessary arrange transition sessions. Support can be offered for college assessments and interviews.
  • Our School careers advisor will attend Annual Review Meetings in year 9, 10 & 11 to help prepare young people for their future. She will also arrange meetings with young people in school to offer advice and support if needed.
  • We can liaise with the transport team to arrange independent travel training where appropriate.
  • Information sharing when a child moves on is prompt and detailed in order for their needs to be met and for support and provision to be in place.


11. How are the school’s resources allocated and matched to children’s/young people’s special educational needs?

  • Schools are given an additional amount, referred to as the ‘notional SEN budget’ it covers around £6,000 per pupil with SEN, over and above core funding. We will use this funding to meet pupil need and where necessary approach the Local Authority when high level needs cost more.
  • As a school we ensure that we are equipped with resources and materials that enable all of our young people to learn. The tools and resources used to make learning accessible for all are sourced whenever applicable to ensure that barriers to learning are broken down and achievement is optimum.
  • Our SEN Budget is devoted to employing well skilled Teaching Assistants, purchasing appropriately differentiated and accessible resources and ensuring that the learning environment is learner friendly.


12. How is the decision made about what type and how much support my child/young person will receive?

  • We offer a graduated approach to SEN in order to identify difficulties; assess need in conjunction with class teachers, parents and pupils and plan for appropriate support and provision:
  • Where pupils are not making expected progress an assessment of difficulties and needs may be completed to identify specific areas of difficulty. This will inform the teaching strategies and tools needed to enable the individual pupil to make more rapid progress and hopefully overcome difficulties.
  • Where appropriate differentiation and quality first teaching does not have the desired impact and progress continues to be hindered by a young person’s special educational needs then further assessment of need will be completed and small group or 1-1 intervention implemented that is suitable to the needs of the child and assessed regularly.
  • Should the young person continue to make less than expected progress despite support matched to their needs and difficulties then we may involve specialists to complete further assessments and/or offer further advice and guidance to help us offer effective intervention and support. Parental consent will always be sought before involving outside agencies or specialists.
  • At all stages parents should be involved in the decision making process. Parents are invited to contact us at any time with any questions or concerns.
  • A centrally held, comprehensive information pack outlines the needs and difficulties of any children with special educational needs and the support they receive. This information also outlines advice from specialists and the SEN team, offering strategies for staff to employ when teaching individuals.
  • The SENCo reviews the SEN register, pupil attainment data and pupils in receipt of support termly. We often take advice from our TESS teacher should we have any specific concerns.
  • Parents, pupils, teacher and teaching assistants are all important stakeholders and can be involved in the decision making process with regards the levels and types of support offered.
  • Parents are encouraged to take an active role in supporting us to enable their child to make good progress. You can be involved by contributing to meetings and discussions at parent’s evenings, by sharing all relevant information, by offering your expert knowledge and by supporting school and reinforcing the work we do in the home.


13. How are parents involved in the school? How can I be involved?

  • Parents are encouraged to take an active role in supporting us to enable their child to make good progress. You can be involved by contributing to meetings and discussions at parent’s evenings, by sharing all relevant information, by offering your expert knowledge and by supporting school and reinforcing the work we do in the home.
  • Your involvement in your child’s education is crucial. We would encourage talking to them about what they are learning, supporting them with homework and revision and encouraging them to remain positive about their learning experiences and developing attitudes that enable them to see challenges and mistakes as an important part of the learning process.
  • Join us at our termly SEN drop in evenings to discuss issues arising and help us celebrate your children’s achievements.
  • Attend review days, parent’s evenings and any other meetings pertinent to your child; your views and expertise is valued and always welcome.


14. Who can I contact for further information?

  • Your first point of contact if you wish to discuss anything about your child would be their form tutor or Head of Year.
  • If you are worried about anything contact your child’s form tutor or Head of Year, who will direct you to another appropriate member of staff in the unlikely event that they are unable to deal with your concerns themselves.
  • You can contact any member of staff by telephoning the school on 01942 747693 or emailing enquiries@admin.saintpetershigh.wigan.sch.uk
  • Further information about support services and the Local Authorities Local Offer can be found at www.wigan.gov.uk.

Alternatively you can contact:

  • Targeted Education Support Service (TESS) on 01942 201914;
  • Wigan’s Parent partnership Service Tel: 01942 486131 - e-mail sheila.robinson@wiganmbc.gov.uk
  • Access & Inclusion Team - Tel: 01942 486132

Reviewed September 2016