Students receive reports during the school year. These reports provide information about how students are engaging with learning and how they are progressing academically. For students with SEND, this information may be considered alongside wider information about access to learning, participation, confidence, independence and provision.
If parents or carers have concerns about their child, the most appropriate contact will depend on the nature of the concern:
- Subject teacher — if the concern relates to learning, understanding, homework, assessment or engagement in a particular subject. Class teachers are responsible for teaching, adapting and supporting students in their lessons.
- Assistant Pastoral Lead — if the concern relates to day-to-day pastoral matters, behaviour, friendships, wellbeing or support in school.
- Standards and Progress Lead — if there are wider concerns about how a student is managing across school, particularly where concerns are repeated, complex or affecting several areas of school life. This may include attendance, behaviour, engagement, barriers to learning across several subjects or concerns requiring a coordinated pastoral or academic response. The Standards and Progress Lead may coordinate pastoral support, gather teacher feedback, request observations, identify patterns across subjects and work with relevant staff to consider strategies or reasonable adjustments where appropriate.
- SEND team — if the concern relates to wider learning needs, possible special educational needs or disabilities, social communication needs, the SEND register, student passports, learning plans, EHCPs, provision, access to learning or reasonable adjustments linked to identified need.
Support for students with SEND is a shared responsibility across the school. Class teachers remain responsible for teaching, adapting and supporting students in their lessons, with advice from pastoral staff, Standards and Progress Leads, the SEND team or external professionals where appropriate.
Students with an Education, Health and Care Plan will have their plan reviewed through the statutory annual review process. As part of this process, information is gathered from parents and carers, the student, subject teachers, pastoral staff, support staff and any relevant external professionals. The review considers the student’s strengths, needs, outcomes, provision and any changes that may be required.
Key information from a student’s EHCP is shared with relevant staff so that they understand the student’s needs and the provision or strategies that should be in place. This may include information about learning, communication, emotional regulation, sensory needs, physical or medical needs, independence, access arrangements or wider support.
For students on the SEND register who do not have an EHCP, support is reviewed through the school’s graduated approach of Assess, Plan, Do, Review. This may include discussion with the student, parents or carers, teachers, pastoral staff and the SEND team. Reviews consider what is working well, what barriers remain, and whether any changes to support, provision or classroom strategies are needed.
Where appropriate, the SEND team may produce or update a student passport, learning plan or other support documentation, depending on the student’s level of need and the provision in place. These documents help staff understand the student’s strengths, barriers and the strategies that may support them in lessons and wider school life.
A student passport or learning plan may include:
- key information about the student’s strengths and needs;
- what the student would like staff to know about them;
- barriers that may affect learning, communication, emotional regulation, independence or participation;
- classroom strategies and reasonable adjustments that may help;
- information about targeted interventions or provision, where relevant;
- advice linked to access arrangements, where appropriate;
- key staff involved in supporting the student.
Student passports, learning plans and support information are shared with relevant staff so that teachers can use the information to support planning, classroom practice and reasonable adjustments. They are reviewed and updated where appropriate, particularly if a student’s needs change or if new information becomes available.
Parents and carers are encouraged to share information that may help school staff understand and support their child. We value partnership with families and aim to work together to help students access learning, develop independence and participate successfully in school life.
