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Special Educational Needs and Disabilities SEND


Primary School

Every child that has a special educational need and/or disability (SEND) will be supported by our SENDCO and school staff in a number of ways.

  • Intervention teaching groups are in place to provide targeted teaching to children who require extra support across the curriculum.
  • Targeted Education Plans (TEPs) are used to set individualised targets for children who require more support than intervention groups can provide.
  • Higher Needs Funding (HNF) will be applied for where children meet the criteria set by the local authority for requiring extra forms of support that cannot be met through the schools Targeted Education Plans.
  • Educational Health Care Plans (EHCPs) will be put in place for children requiring a higher level of support than Higher Needs Funding can provide.
  • Nurture Groups take place to support the wellbeing of students.  These are run by the school SENDCO.

Primary special needs coordinator Marie Cassidy 


Secondary School

Each student that has a special educational need and/or disability (SEND) can be supported by members of our student wellbeing team in a number of ways.

  • Student Passport Profiles – Each student has a passport profile which outlines their needs. It also contains information for the subject teachers on their strengths and weaknesses and also what teachers can do to help them succeed in class. Every class teacher has access to these profiles to use as they are working documents that outline the student’s voice.
  • Individual Education Plans (IEP) – For our students that have statements or those on Educational Health Care Plans (EHCP) an IEP will be produced that set individualised targets to help the students succeed in class. These plans are reviewed 3 times during the year.
  • Homework Catch Up – The wellbeing staff offer homework catch up for any SEND students that may need extra support with homework/coursework when subject teachers are not available.
  • Dyslexia Support – All students with Dyslexia or dyslexic tendencies have been/can be screened in school to give us a more specific identification of their needs. From this all are supplied with visual filters if necessary and have workbooks and exam papers printed in the respective colour.
  • Exams Access – All our SEN students will receive the entitled exams support (dependent on type/level of need) which may include access to a smaller room/individual room, prompt coloured papers, extra time, comfort breaks, readers, scribes, transcribes and computer reader.
  • Initial concern – Initial concern forms can be completed by staff members who have concerns about students that they teach. Actions will be put into place and these will be reviewed after 6 weeks.
  • Interventions – As part of the catch up programme SEN pupils may access Direct Instruction (literacy and numeracy intervention). 
  • The positive impact centre (PIC) deliver a variety of interventions for well-being and mental health, referrals are made by the head of year.
  • Assess, plan, do review – All teaching staff, middle leaders and SENDCOs are responsible for reviewing SEND pupils’ provision and its impact.  This is a continuous cycle to ensure that support is tailored to meet pupils’ needs.

Send / Local Offer Government Site


Assistant Principal Special Needs Coordinator (SENDCO) 

Miss J Giles – 


Deputy SENDCOs

Miss K Lynch –

Miss N O’Brien –