SEND Information Report

June 2018- June 2019 (annual)

Outlined in this document is the SEND information of Stocksbridge High School. This details the support mechanisms for students with SEND. More information regarding SEND information and legislation can be found in chapter 6 of the SEN Code of Practice.

Believe, Achieve, Succeed.

At Stocksbridge High School we value our reputation as a community school. Co- operatively staff, students, parents and governors work hard to ensure that all students can achieve. In line with the SEND Code of Practice 2014 Quality First Teaching is vital in ensuring that all students make progress. However for some students additional support may be needed to help them achieve their targets and goals both academic and otherwise. The School works in accordance with the SEN Code of Practice (2014), The Children and Families Act (2014) and the Equality Act (2010). Stocksbridge High School provides equal opportunities for all students with and without SEND. As such we promote a fully inclusive policy with all students attending mainstream lessons in order to access high quality teaching and learning. We are committed to narrowing the attainment gap between students with SEND and their non-SEND peers. To achieve this we use a variety of strategies and support measures.

The school’s SENCO is Miss G Feechan

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 them e.g. which is additional to or different from differentiated lesson/ curriculum plans. At Stocksbridge children are SEND if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age.

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

(Draft SEN Code of Practice 2014)

This means that the student identified with SEND is accessing provisions separate to and beyond what can be provided within a classroom. These students will be on the national SEND register. However, teachers can differentiate and personalise for specific learning styles and need types. This may mean your child is not on the SEND register because they can make progress through Quality First Teaching.

Many students with learning needs will be able to access the mainstream curriculum through Quality First Teaching through the advice and information shared within school. However, for some students additional support will be needed. To identify which students may need extra provision or support we:

  • Closely liaise with our feeder primary schools.
  • Follow up concerns raised by parents/ carers, teachers or the child.
  • Closely monitor progress/ behavior. The heads of House monitor progress alongside Support Managers who monitor behavior. Key information is shared and communicated with the SENCO.
  • Use standardised assessments to assess need.

As a school we work closely with families, previous schools and outside agencies to try to build provision for students with any SEND need on an individual basis as far as we are able in terms of making reasonable adjustments. Historically we have worked successfully around the child to provide an education for students who had SEND needs within all four of the SEND categories:


  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and/ or Physical


If you would like further information on whether your child’s needs could be best met by Stocksbridge High School you can find further information by contacting our SENCO to arrange a meeting:

or by looking through our Local Offer:

Throughout the process of identification of needs we will consult with you. In agreement with you your child will be placed on the schools SEND register and all teaching staff will be informed. Teaching staff are provided with both generic and bespoke guidelines informing them of how to cater for individual needs.

  • At Stocksbridge High School every child receives Quality First Teaching. All of our teaching staff has the experience, training and tools to personalise your child’s learning experience to help them make their best progress including where there is an additional learning need.
  • Additional general support by the teacher or a teaching assistant may be used within lessons. Teachers will differentiate resources to enable all students to access the curriculum. This could include; staggered/ differing tasks, allow for extra time, use alternate recording methods, break down tasks, modify language, use visual reinforcements etc.
  • If a student is identified as needing some extra support in school, they may become part of an intervention group. These groups may be:
    -Run within a classroom or outside, these may be for literacy, speech, vocabulary, and social skills etc.
    -Run by a teacher, support manager or most often a Teaching Assistant who has had training to run these groups.
    These groups will be time limited and the students’ progress tracked, monitored and reviewed to ensure the effectiveness of the provision to inform future planning.
  • Student profiles are written to support student’s needs. These are designed to identify barriers to learning and address any gaps in knowledge. These are circulated to all staff, enabling them to plan in an informed way for all groups of learners.
  • Access arrangements are put into place in KS4 for students for controlled assessments and exams. Students are identified in KS3 who may need support for future exams and access arrangements and any proposed arrangements should be their normal way of working. This information is also shared at transition points.
  • There are strategies used to support those who struggle behaviourally or socially such as a quiet space at break/lunchtime, timeout cards and the use of stress reducers. There is also the use of structured conversations and mentoring where appropriate.
  • Occasionally a student may need more expert support from an outside agency such as CAMHS, Educational Psychology team, Speech and Language etc. A referral will be made with your consent. After a series of assessments, a programme of support is usually provided to the school, parents and carers. The school also works closely with these agencies to develop provision for group or one to one work.
  • Modified equipment and auxiliary aids may be provided to enable students to access the curriculum in line with the 2010 Equality Act.
  • Where necessary, “reasonable adjustments” may be made to the school’s policies and procedures or physical environment so that they do not act as barriers to learning or inclusion, in line with the 2010 Equality Act.
  • All teachers have achieved Qualified Teacher Status (QTS) and as such have completed training around providing Quality First Teaching and SEND.
  • All staff have electronic, password protected access to an overview of children’s needs and appropriate teaching strategies for that individual.
  • Annual Reviews, learning plans, one page profiles and other planning/review documents are available to staff electronically.
  • The school issues updates through the staff bulletin to all staff weekly, and as needed, to staff to update them on any changes to need or provision alongside any other relevant information that occurs.
  • Regular and relevant CPD is provided to all staff. The school’s team of lead learners work with individuals, departments and the whole school in developing best practice with foci that include SEND. Regular opportunities to share good practice are provided at least fortnightly.
  • The SENCO is line managed my the Assistant Headteacher with responsibility for Teaching and Learning to ensure that SEND sits firmly within the teaching and learning agenda and vice versa. Quality assurance is done collaboratively ensuring that SEND is a focus within all teacher training and the planning and preparation they do for their lesson resources.
  • Whole school CPD is provided on key issues and local/ national SEND updates.
  • Opportunities to train in specific areas are offered to teaching staff and teaching assistants and training from outside specialists is utilised wherever offered.
  • The SENCO attends department meetings to ensure that teaching staff are up to date with SEND knowledge.
  • All teachers are expected to adhere to the school’s ‘SEND Non- Negotiables document.’ This list core teaching principles which enable all students to access teaching within a mainstream classroom.
  • If any need type has been identified and/ or your child has ever been on the SEND register then your child’s information will be available through the school’s inclusion information to all teachers. This is held securely on a document seen only by school staff. Students are named, needs identified along with strategies and guidance to best support all staff in delivering Quality First Teaching to each individual.
  • Quality First Teaching is about ensuring, wherever possible, that all students can best access a mainstream curriculum through personalisation and differentiation of teaching resources and approaches.

The school will monitor each student’s progress following an ‘Assess, Plan, Do, Review’ process. This process may be done at a class teacher, pastoral or at a SENCO level. The SENCO works in collaboration with the Assistant Headteacher for Progress to review data following each data collection point to monitor progress by looking at attendance, behaviour points, ATL and actual progress within the subject. Interventions may then be discussed with the Assistant Head of Progress, with the Head of Teaching and Learning or with Heads of Department in terms of what intervention would be suitable and who within school will lead this process. These will be monitored half termly for impact. All interventions will be communicated home if it is something above and beyond Quality First Teaching.

For those with more complex SEND needs a Support plan, My Plan or EHCP may be in place to help set targets and outcomes in collaboration with students, families and other key professionals. These targets will be shared with class teachers and will be part of ‘Assess, Plan, Do, Review’ cycle that is looked at termly with all involved.

  • You will be able to discuss your child’s progress at Parents’ Evening with class teachers, the support manager, the key Stage Leader and the SENCO.
  • You will receive progress data four times annually. Data collection points allow intervention and teaching to be monitored to ensure it meets the needs of all students and enables them to make expected progress.
  • We develop one page profiles for many of our SEND students. When in place you will have the opportunity to review your child’s one page profile annually.
  • Annual Reviews are specific to SEND students who hold a Statement/EHCP. These meetings allow an additional opportunity for the effectiveness of provision to be evaluated.
  • .Support plans are in place for all students with an EHCP/ MyPlan and for those where more specific targets and outcomes are needed to drive progress. Reviews will be held termly with parents with either the SENCO (EHCP/ MyPlan) or key worker (Support Plans).
  • Communication will be made with parents/ carers to discuss the impact of specific interventions and work groups
  • Appointments can be made to speak to the SENCO at any other time if you have concerns and opportunities to speak to the SENCO will arise and be communicated throughout the year.
  • If there is a concern around your child’s wellbeing or progress you may be contacted by the SENCO, Support Manager or Key Stage Leader via telephone in the first instance. A meeting will be arranged if necessary and all agencies involved will be invited.

The school offers a wide variety of pastoral support for students who are encountering emotional difficulties. These include:

  • Members of staff such as form tutor, Support Manager, SENCO are readily available for students who wish to discuss issues and concerns.
  • Behaviour/ Pastoral plans for those students who are experiencing difficulties.
  • Homework Club- to support students struggling to cope with the demands of homework.
  • Breakfast Club.
  • Social skills groups.
  • There is an alternative quiet area for students to access at break and lunch times.

Pupils with medical needs:

  • If a student has a medical need then a care plan is compiled in consultation with medical practitioners, parents/carers. These are discussed with all staff who are involved with the student.
  • Named staff members have received epi pen training and personal care training.
  • Named staff members have a First Aid Certificate.


Pupils with disabilities:

  • The school has been designed to allow access to the entirety of the building for all subjects. This information can be found via the school’s accessibility plan:

  • High expectations for all students are set from KS2 data analysis.
  • Students identified as having SEND are tracked and monitored in accordance with school policy in all core and non-core subjects. This will result in four data collection points, data will be sent home to families.
  • Monitoring and evaluation of SEND is carried out through lesson observations, learning walks and the observations of Teaching Assistants which are regularly fed back to the SENCO.
  • The SENCO and House team have regular contact with each other and with parents via email, phone call and face to face meetings to discuss any concerns or issues.
  • Annual reviews are held for students with an EHCP. Annual Reviews include all children and their parents/carers in the process wherever possible. Progress towards outcomes is evaluated.
  • My Plan or Support Plan meetings are held with students and families on a termly basis by the SENCO (MyPlan) or House Managers (Support Plans) to set and review personalised targets.
  • Students are identified to access extra intervention classes to close the attainment gap. All interventions are evaluated.
  • SEND drop in days are calendared for each cohort following parents evenings to discuss and issues; all parents of students on the SEND register are offered an appointment.

Stocksbridge High School does not accept bullying in any form and adheres to the Equality Act 2010. We take equality seriously and details of this can be found in the policies linked below.

Students with SEND are encouraged to participate in all aspects of school life including extra-curricular activities and trips. To achieve this specialist advice may be sought and specialist equipment provided to provide reasonable adjustments. The school building allows access for all students to all areas, we have adjustable tables/ benches and seating available and accessible changing/ toileting/ washing facilities. Further details can be found in the school’s accessibility policy below.

As a school we deliver positive messages and learning about equality and acceptance through our curriculum for PSHE, through targeted form tutor sessions, assemblies, guest speakers and lesson content. Where needed we address any issues directly with students and ensure families are communicated and worked with.

  • Carefully considered arrangements are made for the transition from primary school. This can include additional visits, phased transition, teaching assistant visits and meetings with parents.
  • The SENCO meets regularly with feeder primary schools and often with out of area primaries to ensure a good understanding of the child’s needs prior to transition.
  • Teaching Assistants will go to the primary schools to meet and work with SEND students prior to transition.
  • Relevant information gathered is shared with classroom teachers so they have it available when new students arrive.
  • Year 6 SEND students are invited to an extra induction day in the Summer Term when the rest of the school are off- site.
  • The SENCO, Inclusion Manager or an appropriate person will attend reviews before the transition to help anticipate need and to dispel anxiety.
  • Students are carefully placed in form groups to take account of positive friendships.
  • Students with SEND will receive extra guidance for post- 16 transition where needed.
  • EHCP reviews will incorporate future college/ placement providers wherever possible.
  • When students with SEND move on to college or to specific training programmes, and liaison is made with the destination to ensure a smooth transition.
  • When students with SEND move on to further education independent travel practice and additional visits are organised.

There are a number of people you can talk to about your child’s Special Educational Needs:

Class Teacher: All teachers aim to deliver Quality First Teaching but if you feel your child has difficulties that are having an impact in specific subjects or you have queries about particular lessons you can contact their class teacher.

House Manager: Your child’s House Manager is there to provide pastoral support and guidance for your child. If you have queries or concerns about a particular lesson, incident or social aspects within school then it is good to contact your child’s House Managers in the first instance.

Head of House: Your child’s Head of House is available to provide support and guidance for your child around academic progress. If you have queries or concerns about a particular lesson, subject or progress within school then it is good to contact your child’s Head of House in the first instance.

SENCO: The SENCO has the role of ensuring that the school’s staff is knowledgeable about your child’s SEND and providing additional resource where needed. The SENCO has the overview of all SEND provision in school and contact with external agencies. If your child’s needs change, you want to review their provision or you have any queries or concerns that cover several areas within school then it would be advisable to contact with the SENCO.


Head teacher: Any complaints should be directed to the head teacher.

To make contact with any of the above parties please call the main school telephone number and you will be connected.

Since September 2014, the Local Authority have published a Local Offer which details the entire range of services that are available within the area for children with additional needs and their families. The SEND department at Stocksbridge High School supports the work of, and engages in work with, many agencies and support services that are able to help identify, assess and provide support for SEND pupils. The agencies we work alongside include:


  1. Special Educational Needs Team, Local Authority
  2. Educational Psychology Service
  3. Special Educational Needs Assessment Service
  4. Speech, Language and Communication
  5. Service for Deaf and Hearing Impaired Children
  6. Physiotherapy
  7. Occupational therapy
  8. The Autism Team
  9. ADHD nurses
  10. School nurse
  11. MAST (Multi Agency Support Team)
  12. Police
  13. Social Services
  14. LSCB (Child Protection and Child Guidance Services)
  15. Young People’s Learning Agency (Y PLA replaced the Skills Council).
  16. Community Youth Teams

The school engages with various outside agencies in different ways. However at all times this will only be done with parental consent. We believe that communication between all parties is essential in providing the best provision for each child.


  • If we feel the school can play a part in referring or supporting a referral to an outside agency we will first and foremost contact you, as parent/ guardian, to discuss our reasons and steps forward.
  • At your request Outside Agencies may also approach us to gather information and assessment data for your child. We will always aim to gather this from as many of the staff who work with your child as possible and will return this to the outside agency whilst retaining a copy.
  • Any guidance received from outside agencies is stored on file, disseminated to the staff who work directly with your child, applied and reviewed.


Where can I find a copy of Stocksbridge High School’s contribution to the Local Offer?