Special Educational Needs & Disability (SEND)

We hope the information provided is helpful to you as a parent, but please address any further queries to Miss H Cottrell, SENCo, via


Care, guidance and support for students are outstanding. Excellent links with the local primary schools, the local authority and other external agencies concerned with promoting students’ welfare ensure that all students, including those with learning difficulties and/or disabilities, are well supported with appropriate and timely intervention strategies. In addition, staff within the school provide excellent support and care for vulnerable students that match their needs extremely well.

Ofsted 2013

“Congratulations on the comments in the report about your exemplary support programmes and the recognition of the significantly better progress than similar students nationally. Keep up the good work.”

Paul Ashcroft & Julia Hassall
Director of Children’s Services
How does South Wirral High School achieve this?
Here at South Wirral High School, We are committed to offering a broad and balanced curriculum which ensures equality of opportunity and achievement for all students and which encourages academic excellence.
We have high expectations of all our students whatever their ability. From the beginning of their time with us, careful attention is given to identifying and assessing special educational needs in accordance with the Code of Practice, (2014).
Every student is entitled to the opportunity to gain recognised accreditation for his or her academic attainment. These must meet the child’s personal aspirations and allow progression to further study or employment.
We hope the information provided is helpful to you as a parent, but please address any further queries to Miss H Cottrell, SENCo.

1. What is the provision for students requiring SEND in school? / 

SEND Provision

2. What policies do we have in school that identify, assess and provide provision for students with SEND? /

  1. Admissions Policy
  2. SEND Policy
  3. Curriculum Policy (statement of equality)
  4. Teaching and Learning Policy
  5. Assessment Policy
  6. Health and Safety Policy
  7. Intimate Care Policy

3. A. How does our school assess and review progress of SEND students? / 

    B.How does our school evaluate the effectiveness of its provision for such students?

  • Through meetings including:-
    • SEND department/Link/LIST/HLTA and TA
    • Multi Agency
    • HOD/SLT
    • Quality Assurance for every subject
    • Annual Reviews
    • For students with current statements or single plans (EHCP)
    • One page profile
  • Through Assessment:-
    • Staff report six times a year in Key Stage 4 and 5 in all subjects. In English, Maths and Science, staff report six times a year in foundation subjects. Students who are under target or at risk of becoming under target are given Next Steps Advice to help them get back on track. This is available for parents to view on Moodle. For some students further intervention will be available
    • All students have a Progress Interview (one to one with a member of staff) to review their individual/personal progress
  • Analysis of Data
    • Analysis of data is embedded throughout the curriculum at all levels. It is taken from whole school assessment with SEND filtering applied
  • Intervention
    • A range of interventions are available for literacy, numeracy, self-esteem, social communication and word retrieval and pastoral care. Students are identified through baseline testing, progress is monitored on school tracking system and then exit criteria are applied.
    • Available Interventions, depending on a current SEND student’s needs include:-
      • Orrets Meadow – An intensive daily program to improve SpLD
      • Successmaker – An intervention to improve spelling, reading and numeracy
      • Telling the Time
      • Talkabout (Junior and Senior) – An intervention to improve social and communication skills
      • Handwriting
      • Acceleread/accelerate
      • Morphographs – An intervention to improve spelling
      • The Hub – An intervention to improve social and communication skills
      • Number Buddies
      • Paired reading
      • Reading for Pleasure
      • Intensive Spelling workshop
      • Social communication and word retrieval/Speech and language approaches

4. What arrangements are in place for consulting students and involving them in their education? /

  • PLPs
  • Student Survey
  • Student Leadership Consultants
  • Progress Interview Day
  • One Page Profiles
  • SEND students are involved in student voice
  • Assemblies
  • Moodle Forums
  • Stepping Stone Groups
  • Annual Reviews – Person Centred Approached
  • Contributions to new staff recruitment

5. How is the curriculum adapted to meet the needs of SEND students? / 

A range of strategies are employed to overcome any identified barrier to learning such as:-

  1. Small Teaching Group – This provides additional support for students with low literacy levels. Availability to this group is determined and monitored by the SENCo.
  2. Strategic Differentiation in subjects such as deployment of HLTAs/TAs. Individual differentiation and resources available.
  3. Homework is tailored for small teaching group to ensure appropriate challenge and support at Homework club which is available every lunchtime
  4. The library promotes access and supplies colour coded books for all reading ages
  5. Tutor time interventions
  6. QA meetings between Deputy Head and HODs to identify and describe adaptations to overcome barriers

6.AWhat expertise do staff have and/or what training do they have with regards to working with SEND students

B.What are the arrangements for those with and without an educational healthcare plan to get additional support from outside the school? 

Training of staff is in response to the present SEND cohort and their needs. Examples of bespoke training 2013-2014 include:-

  • ASC training with clinical consultants
  • EP training on behaviour modification strategies
  • Safe lifting for TAs
  • Intimate care training
  • Child Protection Training
  • Knowing your SEND students (Provision mapping)
  • SEND training for new staff/associate teachers
  • SpLD
  • First aiders training

Working in partnership with/support from:-

    • School nurse
    • Learning mentors
    • Solution focused practitioner
    • Education psychologist
    • Educational Social Worker
    • CAMHS
    • Hospital School
    • MEAS
    • Connexions
    • SENNAT
    • Wirral Autistic Society
    • Orrets Meadow
    • Paediatric Medical Professionals such as consultants, vision hearing support, speech and language, physiotherapists
    • TAF support team

Other outside agencies such as:-

  • Schools including Foxfields Special School, Claremount Sports College Special School, Tranmere Community Project and links to further education establishments

Risk assessments are carried out
Healthcare meetings (e.g. professionals such as diabetic nurse, epilepsy professional etc.
Healthcare plans and corresponding planning meetings are held where appropriate and when needed

7.What equipment and facilities does school have to support students with SEND? / 

Facilities include:-

  • Small exam room
  • Exam breakfast club
  • Learning Base
  • Homework Club
  • A full ranging extra-curricular programme accessible to all students regardless of ability.

Specialist equipment (as directed by professionals) include:-

  • Laptops
  • Coloured paper/overlays
  • Font Size
  • Evac Chair
  • Disabled Toilet
  • Electronic Equipment

8. How will their overall wellbeing be supported? / 

All staff are responsible for the wellbeing of every child. There are a range of pathways available to all students to ensure their wellbeing is paramount including form tutors, class teachers, pastoral staff and the SEND team.

All reported concerns are monitored, recorded and discussed at the half termly LIST and multi agency meetings.

9.How does school approach the transition between school phases and school and college? 

Transition Support Year 6 – Year 7
A specialised team work on transfer support visits. This team focuses on:-

  • Transition team to gain information from primary schools
  • Transition Plus
  • Pupil Achievement Passport
  • Extended schools worker
  • ASD specialist introductory visits

Transition Support year 9 – Year 10

  • Specialist Option choice advice
  • Connexions interviews

Transition support Year 11 – Year 12

  • 6th form advice – appropriate destinations
  • Connexions – Advice about appropriate pathways
  • Year 11 mentoring
  • Work related placement (Key Stage 4/5)
  • NEET identification and monitoring with individual mentor attached

School/Further Education

  • Connexions
  • Links with college SEN Departments

10. What are the arrangements for consulting with parents? /

Who is available for consultations:-

  • Senior Member of Staff
  • HOD
  • Pastoral Team
  • Class Teacher
  • Head of 6th Form
  • SENCo

Reporting to parents through:-

  • Annual reviews of current statements/current IPF/single plan
  • Parents Evenings
  • Reports of assessments (up to 6 times a year)
  • Newsletters
  • Parentmail
  • Website/Moodle (Personal Learning Plan)

Contact with parents through:-

  • Face to Face in person
  • Personal interviews as requested
  • Phone calls
  • Email
  • Parent Mail
  • Website/Moodle
  • Letters

11. How are complaints from parents handled regarding provision made at the school? / 

Complaints are dealt with in accordance with the Complaints Policy. Contact should be made to either:

  • The Senior Member of Staff on Duty
  • Head of House
  • SENCo

All correspondence is recorded

12. Glossary of terms 

ASC Autistic Spectrum Condition
CAMHS Child and Adult Mental Health Service
EP Education Psychologist
HOD Head of Department
LIST Learning Inclusion Support Team
MEAS Minority Ethnic Achievement Service
Moodle Virtual Learning Environment
NEET Not in Education, Employment or Training
One Page Profile A detailed account of what is important to and for the child
PLP Personal Learning Plan
QA Quality Assurance
SENCo Special Educational Needs Co Ordinator
SEND Special Educational Needs and Disabilities
SENNAT Special Education Needs Advisory Assessment Team
SLT Senior Leadership Team
SpLD Specific Learning Difficulties
TAF Team around the Family


Updated September 2016

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