Special Educational Needs

Inclusion Information Document 


Our mission is to provide a rigorous and broad education within the context of a Christian environment. An understanding of the Roman Catholic faith, in line with the Gospel message, underpins the whole work of the school. As such the Mission Statement of St Peter’s commits the school to treat its pupils as of infinite worth in the eyes of God, and to strive towards full access to the curriculum for all pupils.

Our SENCO is Mr David Rumsey.








How does our school know/identify that students have special educational needs (SEN) or English as an additional language (EAL)?

·         Information passed on by Primary school.

·         Screening for Y7 Code of Practice students in September.

·         Additional Y7 students not making progress or have concerns raised during Autumn Term have additional testing to identify any additional needs in January of Y7.

·         Any in-year admissions will have testing undertaken to help inform on strengths and difficulties.

·         Internal school tracking that may lead to referrals across the year groups from school staff to the SENCo.



What are the first steps our school will take if SEN/EAL are identified?

·         Create a picture of need.

·         For EAL student’s level of English literacy is tested.

·         Inform parents in writing or by phone. An additional meeting may be needed.

·         Student is added to the school’s SEN Register.

·         An Individual Provision Map is created in liaison with parent/carers.

·         The Individual Provision Map is shared with teaching staff and linked to the student’s electronic school file.

·         Any medical concerns will be logged in SIMS.



What should parents/carers do if they think their child has SEN or EAL? How can they raise concerns?

·         Contact the school via Reception who will forward the enquiry to the relevant member of staff: 01452 520594, email reception@sphs.uk.com or in writing at the school.



How will our school include parents and students in planning support?

·         The Individual Provision Map for all students with Additional Educational Needs (AEN) is a tool that can be informed by parents/carers and students.

·         When an intervention is felt necessary the nature of the support being put in place will be outlined in writing and parents/carers are welcome to seek further information via the SENCo.

·         The SENCo and other relevant school staff are happy to have consultations with parents when a need arises in addition to planned parent consultation evenings and at a mutually agreeable time.



How will our school teach and support students with SEN/EAL?





For students without a Statement/Education, Health and Social Care plan (EHC)

·         All classroom teachers will have information and data relating to the students in their teaching group. All teachers are expected to plan utilising this information to inform their practice. All teachers are seen as teachers of SEN and as such the majority of students with additional educational needs AEN will have their needs met in the classroom through differentiated teaching.

·         Some students may have ‘targeted’ support where they will have additional intervention, usually during morning Study Time,that will address specific needs for a set period of time.







For students with a Statement/EHC plan

·         Where additional educational needs are identified in an EHC plan, school will use this to inform and plan additional support. This may be in the form of additional adult help in the classroom, additional resources to be used in the classroom or at home, assistive technology or individualised learning in a specified intervention.

·         It may involve providing additional adapted materials for a student with physical disabilities such as in Technology.




How does our school plan the support? How are our resources allocated and matched to needs?

·         Needs are identified through screening, tracking and professional dialogue within school and with interested professionals. This information will inform all decisions in planning support at a strategic level in terms of curriculum planning or resource allocation.

·         Individual students with additional input via an EHC may have additional resources allocated according to the statutory documentation and in liaison with key school staff.



How is the decision made about the support your child will receive?

·         Data and additional information is collated from our tracking information and is analysed by key staff in department areas as well as by pastoral and SEN leaders. This information will be used by staff responsible for strategic planning of the school to meet the needs of all students at SPHS.



How will progress towards identified outcomes and effectiveness of our SEN/EAL provision be assessed and reviewed by us and how will we involve parents, children and young people in this process?

·         Half-termly monitoring of academic progress of our students informs department leads, including the EAL Coordinator and the SENCo with regard to provision.

·         Interventions will be monitored through additional tracking at regular intervals.

·         Support staff input information with regard to support on a regular basis.

·         Progress reports are sent home half-termly for parents/carers to consider.

·         Parents/carers have access to their child’s progress via Insight.

·         Review meetings for students with an EHC will have up to date information to share and will be informed by parents/carers and the young person.

·         EAL reports are sent home as a part of the annual report for each student.

·         Departments meet weekly and SEN and EAL is discussed and concerns highlighted where necessary.



For students identified as having EAL?

·         1:1 teaching for beginners, with adapted timetable

·         Small group teaching

·         Withdrawal from lessons

·         Dictionary provided

·         In-class support

·         Software for English learners is available

·         Examination entry for first language if appropriate


Who will be working with your child?

·         Form Tutor

·         Subject Teacher

·         Head of Year

·         Chaplain

Depending on level of AEN there may be additional contact with:

·         Teaching Assistants

·         Specialist Teacher for dyslexia

·         EAL teachers

·         Behaviour Support Worker

·         Counsellor

·         Art Therapist

·         Outside agencies such as Advisory Teaching Service, Educational Psychology

·         SENCo



How does our school ensure that the information about a child’s SEN or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child?

·         All students with AEN will have an Individual Provision Map that all staff have access to.

·         Y7 Forums take place during the first half-term of entry where additional information and data is shared with all key staff.

·         Any changes during the year are passed on through formal documentation, electronically through SIMS or via email to key staff.

·         The SENCo and Heads of Year have regular meetings to discuss student progress for each year group.

·         Additional meetings might be arranged to discuss a specific student and their needs if there is a significant change or need during the year.



What expertise does our school and our staff have in relation to SEN/EAL?




Training of staff

·         There are a range of qualifications and experience across the whole school staff, including the PAL (SEN) and EAL departments specifically.

·         On-going professional development takes place in relation to specific students on a needs basis.

·         Some staff who work more specifically with some of our SEN students have additional qualifications such as a specialist teaching qualification for dyslexia, on-going professional development linked to Autism, visual impairment and hearing difficulties.

·         The SENCo holds the National Award for SEN Leadership.



List areas of expertise

·         The SEN staff have greatest experience of Autism and literacy difficulties.

·         One of the TAs has a specific interest and experience of students who are adopted as well as social communication skills.



What intervention programmes does our school run for students with SEN/EAL and how are they delivered?

·         In Y7 there is an additional English and Maths group to reduce class size and focus on the greater need.

·         Highly differentiated English curriculum for students in KS3 – targeted small groups which in Y8 and Y9 involve being extracted from Modern Foreign Language lessons.

·         Literacy intervention during Study Time involving small group using a range of resources including Ruth Miskin’s ‘Read, Write, Inc’ – targeted small group.

·         1:1 specialist teaching with qualified literacy teacher – specialist for very few individual students.

·         Social Communication group run by a Teaching Assistant – targeted small group.

·         Numeracy group run by a specialist Maths Teaching Assistant – targeted small group

·         Behaviour management intervention run by a behaviour support worker – targeted small group or specialist 1:1 for very few students.

·         The PAL department is open for additional support with homework during all free time.

·         The PAL department runs as a nurture area for socialising during free time.

·         Differentiated curriculum for beginner EAL students in KS3 – targeted small groups which in Y8 and Y9 involve extraction from some MFL lessons

·         EAL students are moved to integration and support within lessons as soon as possible with some withdrawal continuing where need presents.

·         Reading challenge during lunchtimes in EAL department

·         Homework support offered at lunch time in EAL

·         1:1 specialist teaching with EAL teacher for targeted students.



What teaching strategies does our school use for students with learning difficulties including:

·         Autistic spectrum disorder

·         Hearing impairment

·         Visual impairment

·         Speech and language difficulties

All staff are informed of individual strategies to use for each student on the Additional Educational Needs register. This includes differentiation in the classroom as well as additional support such as visual timetables. Strategies are developed from primary transition, knowledge of the students as they progress through the school, parent consultation or from external reports/assessments and professional dialogue.



What support does our school put in place for students who find it difficult to conform to normal behavioural expectations and how do we support students to avoid exclusion?

·         All students are expected to follow school rules and meet expectations.

·         Careful dialogue with primary schools, home and other professionals will inform specific strategies for students with behaviour difficulties.

·         Close monitoring through reports are used which parents can access daily. The report system works on a continuum of severity and monitored via Tutors, Heads of Year, Head of Key Stage or Governor.

·         Time out cards are issued on a needs basis and monitored and evaluated closely.

·         Additional counselling/mental health support can be offered on a needs basis to support emotional and mental health difficulties.

·         Liaison with a range of external agencies for targeted and specialist support.

·         St Peters runs its own internal Pupil Referral Unit/Alternative Provision School – St Pauls – for those students who are at risk of exclusion for behaviour.



Which other services do we use to provide for and support our students/students?


·         Health – eg. School Nurse

·         Social Services

·         Educational Psychologists – 1:1 specialist

·         Advisory Teaching Service for a range of needs where students reach the benchmark criteria set by the LA

·         Community Mental Health Support – 1:1 specialist

·         Chaplain

·         Counselling

·         Targeted Support Team

·         Young Carers

·         Families First

·         ASTRA

·         CYPS

·         Teens In Crisis

·         INFOBUZZ

·         Avenger Taskforce

·         Woodland Project





How do we meet the needs of SEN/EAL students

·         The above services are used in a range of manners to meet the needs of students with SEN, eg 1:1, professional advice, professional assessment to inform specific strategies or resource allocation



How do we support families of SEN/EAL students?

·         Wherever appropriate strategies used in school are shared with parents with the intention or re-enforcing them at home to support the family environment.

·         School is able to sign-post additional support or advice services for a range of needs including liaising with Parent Partnership services, parenting support programmes or family support organisations.

·         For families with EAL an evening English class is offered for adults.



How does our school provide support to improve the emotional and social developments of our SEN students/students?


(pastoral, medical, social support available)





How does our school manage the administration of medications (knowledge and training of staff; what parents have to let school know; school being in touch with parents)

·         There are designated staff trained in first aid.

·         If a student has a medical need parents/carers are expected to provide additional information as a matter of urgency. This information is shared only where appropriate for the safety of the young person.

·         Care plans, informed by relevant health staff and parents/carers are put in place and held at Reception.

·         Additional medication is held securely in Reception.



How does our school help with personal care where this is needed

·         Students’ eating can be monitored in the Partnership and Learning Base or Student Support Services area.

·         Students with a medical reason are assisted with a discreet toilet pass to utilise in lessons.

·         Diabetic students have access to a room to administer medication discretely.



What is our policy on day trips, school outings, health and safety arrangements

·         All trips are carefully assessed according to our internal procedure for health and safety which also adheres to the external legislation.

·         Trip leaders are expected to liaise with key staff such as the SENCo with reference to additional needs when planning a trip with a student with SEN in attendance and to ensure access to the trip for all.

·         Where appropriate for day trips additional adult support may also be provided.




What extra pastoral support do we offer, and what pastoral support arrangements are in place to listen to students/students with SEN/EAL?

What measures are in place in our school to prevent bullying?

·         The school behaviour policy deals with incidences of bullying. Staff are proactive in dealing with positive and respectful behaviour which is reinforced in our Citizenship program, assemblies, retreats and RE curriculum.

·         Incidences of bullying are dealt with by senior staff and parents/carers are informed.

·         The Partnership and Learning Base is a key resource and acts as an area for students with SEN to come to for additional support including during free time.

·         The EAL room is a key resource and acts as an area for EAL students to come to engage with additional support during free time.

·         EAL students are encouraged to join school extra-curricular activities like choir and sports teams.

·         EAL students organise and host events in the Sixth Form



What access do our SEN/EAL students have to facilities and extra-curricular activities available to all students?

·         All facilities and extra-curricular activities are open to SEN/EAL students in the same manner as they would be offered to all students.

·         Where reasonable adjustment is not enough to allow for a student with SEN to fully participate without concern, appropriate liaison with parents will be made to address this issue.



Who will be talking to and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements; including looked after children)

·         School SENCo

·         Director of Student Support Services

·         EAL teachers

·         EAL Head of Year

·         Head of Year

·         Form Tutor

·         Key Worker

·         Head of Key Stage




Who will explain and discuss this with parents/carers?

·         Depending on the level of need and area of focus there will be a range of key staff involved in discussion. All staff are accessible to parents via Reception and would be able to go over any concerns or answer queries. If staff are unable to answer queries directly they will be able to find the information needed or signpost parents/carers to an appropriate colleague.



How will parents/carers know how well their child is doing?

·         Student progress is reported half-termly to parents/carers.

·         Parents/carers are able to access an online student file (Insight) which will have progress data available to them.

·         Parent consultation evenings are arranged annually and published on the school website.

·         Where appropriate an interpreter could attend parents’ evening.

·         EAL staff are available to explain annual reports where needed.

·         Personal Education Plans (PEPs) for Looked After Children & regular reviews.

·         Looked After Children Reviews



How does our school measure outcomes and impact of the support provided to the student/student?

·         Monitoring of student progress takes place constantly by Heads of Department and other key staff with responsibilities for groups of learners.

·         Any additional support or interventions are monitored and reported on by individual staff and reviewed regularly by senior staff.

·         A Progress Team meets weekly to discuss progress and identify students in need of highlighting for intervention. This team includes representation from the SEN department.

·         The outcomes of the student are then considered along with the data recorded to inform further intervention and support.



When and at what interval will this happen?

·         Assessments are reported formally every half-term.

·         Interventions are monitored regularly and are also monitored at least every half-term.



Who will explain and discuss this with young people

·         Where applicable the individual teacher responsible for the support will explain and discuss progress.

·         Initially the SENCo or responsible teacher will explain or discuss additional support.

·         The EAL virtual Head of Year will explain and discuss additional support.



How will our school involve young people with SEN in their education?

·         All students have 2 tutorials a year with their Form Tutor for an open dialogue and target setting.

·         Students that represent the whole student body take part in focus groups overseen by the senior Vice-Principal and also involve the Governing Body.

·         Students with SEN are invited to inform their Student Profile to enhance and personalise it for staff to act on.

·         SEN students with an EHCP take a leading role in their Annual Review meetings and the setting of their objectives.



What accredited and non-accredited courses do we offer for young people with SEN/EAL?

·         The curriculum is set up to allow for students to secure the formal qualifications that are needed and these are expected to be accessible at the level of the students who are taking them.

·         The curriculum choices are reviewed annually and presently offer BTECs, GCSE and GCEs with GCSEs in maths and English available in our post-16 provision.

·         There are a small group of present Y11 students who have been given the option of completing 2 VCerts as a part of their amended curriculum - identified according to need.

·         There is a small group of Y10 learners who are also taking a VCert in Craft.

·         EAL students can access ESOL examinations at an appropriate level or iGCSE ESOL in KS4.



How do we assess and evaluate the provision we have arranged for your child?

·         Monitoring of student progress takes place constantly.

·         Any additional support or interventions are monitored and reported on by individual staff and reviewed regularly by senior staff.

·         The outcomes of the student are then considered along with the data recorded to inform further intervention and support.



How do we prepare our school to welcome and support SEN/EAL students and how do we arrange and support a transfer to another school/educational establishment?

·         The SENCo when informed begins a transfer for those students with a Statement or EHC plan in Y5 by attending annual reviews, transition meetings and observations where appropriate.

·         Identified students may have additional visits to ease transition essentially to meet key adults and for familiarisation of the site.

·         Family visits can be arranged by prior appointment.

·         An annual SEN/Singles morning is organised during late May.

·         Y6 day is held during late June as well as Y6 Parent Information Evening

·         Letters and forms can be translated where necessary to support families with EAL.

·         Students will often create a Transition booklet including photographs to help them in the summer term of Y6 to prepare for Y7.



What arrangements are in place with other schools/educational providers when our SEN/EAL students transfer?

·         Professional and open dialogue will take place with other providers wherever appropriate to aid transfer. Formal documentation will be passed on as appropriate.



How accessible is our school to students/students with SEN?

·         Our school site is set on the side of a hill. It is an extensive site, one of the largest in the county, and students encounter large numbers of steps during their movement through the day.

·         There are 3 lifts to aid mobility situated in strategic positions around the site as well as mobility slope/ramps but the site remains physically challenging.

·         Many of the steps have additional strips to support visually impaired students.



Where can you find our SEN policy?


·         Parents/Guardians can find the school’s SEN policy on the school website in the ‘Teaching and Learning’ drop down menu under ‘Policies’.

·         Alternatively please click here - SEN Policy



What role do the governors have? What does our SEN governor do?

·         Governors play an active role in the whole school community, meeting regularly with the Principal and visiting the areas of the school that they are linked to.

·         Making sure that the school has an up to date Policy.

·         Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.

·         Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.

·         Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

·         Learning walks to gather information.

·         The SEN and EAL departments are represented at Governor committee level allowing Governors to be informed and have formal opportunities to challenge school provision.



What can you do if you are not happy?


·         In the first instance please contact the school via Reception outlining your query or concern and it will be passed to the relevant member of staff to respond to.

·         General pastoral concerns should go to the students’ Head of Year via Reception

·         Parents are also able to contact the Principal via Reception or in writing at school.

·         If a parent/carer is still concerned please contact the Chair of Governors via school Reception.



How can parents/carers arrange a visit to our school?

·         Via Reception.


01452 520594



Who can you contact for more information?


·         School SENCo via reception@sphs.uk.com or 01452 520594




When was the above information updated?


November 2017


 This document has been compiled with reference to the Children and Families Act 2014