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SEND Policy

1. Introduction

Colne Park High School is committed to meeting the special educational needs of pupils and ensuring that they make progress:

We are a school committed to raising aspirations and bringing out the best in all students.

Our students will strive to attain exceptionally high levels of academic achievement and personal development.  All staff will unfailingly reassure students that by working together there are no barriers that they cannot overcome to achieve their full potential.  Students will leave Park High School with the skills, confidence and drive to achieve their future aspirations and to make a lasting contribution to the communities in which they live.

Our mission is to develop young people with active and creative minds, a sense of understanding and compassion for others, and the courage to act on their beliefs.  We stress the total development of each young person: morally, socially, intellectually, physically, emotionally and spiritually.

2. Roles and Responsibilities

The Governing Body has identified a governor, Mr Mark Gardner, to have oversight of special educational needs provision in the school and to ensure that the full governing body is kept informed of how the school is meeting the statutory requirements.

The Deputy Head teacher Mrs R Howlett is the school’s “responsible person”. The Head will keep the governing body informed about the special educational needs and disabilities provision made by the school.

Mrs C O’Brien coordinates the various ‘waves’ of provision, including for those at SEN Support and with Education Health and Care Plans. The Code of Practice 0-25 and the changes outlined in the Children’s and Families Act Sept 2014 are being embedded and we embrace ‘Quality First’ education for all.

We currently have ten Teaching Assistants who work directly with our pupils, along with a further 6 members of the Wellbeing Team who all have non-teaching timetables. They have a range of qualifications which support the pupils with special and additional needs to help break down barriers to learning and support the spiritual, moral social and cultural ethos of the school. At Park High school we believe that teaching assistants and support staff play a major role in facilitating successful outcomes for our pupils.

All teaching and non-teaching staff are responsible for differentiating the curriculum for pupils with special educational needs and for assisting in monitoring their progress. All Curriculum Leaders review and monitor the progress made by pupils in their subject area and the effectiveness of resources and other curriculum material. Staff work closely with the Learning Support staff to help meet the special and additional needs of our pupils. All teachers at Park High School are teachers of pupils with Special Educational Needs.

Our whole school approach acknowledges the fact that all children at some time have educational ‘needs’ and that these only become ‘special’ in terms of the provision the school offers. Our teachers receive regular training in order to be able to deliver our whole school approach to participation, access and achievement.

We support the progress of our SEND pupils by providing;

• Work which challenges pupils sufficiently

• Good assessment and review procedures

• The involvement of specialist teachers

• Commitment from our Leadership Team to progress for all our pupils

3. Admissions

Pupils with special educational needs and/or disabilities (SEND) will be admitted to Park High school in line with the school’s admissions’ policy. The school is aware of the statutory requirements of the Equalities Act and will endeavour to meet the Act’s requirements. The school works closely with parents to ascertain whether a child has been identified as having a special educational need through induction meetings, attendance at primary reviews, through liaison with primary schools and other agencies. If school is alerted to the fact that a child may have a learning or additional need it collects relevant information to plan an inclusive, relevant and differentiated curriculum where required.

4. Access


The School provides access for students with Special Educational Needs to a balanced and broadly based curriculum by:

  • Ensuring teachers and teaching assistants are aware of individual’s specific needs through Teacher Information booklet; SEND register; CPD; Pupil Passports (One Page Profiles and Individual learning plans) and group/individual information on the Teaching and Learning Database
  • Full access to mainstream lessons unless it is deemed that a different option would be more beneficial following guidance and support from the relevant professional supporting the individual and their family. This may include provision for Braille teaching for a child with a vision impairment, or specialist teaching for a pupil with a specific learning difficulty.
  • Effective Quality First Teaching based on the learning profile of the individual
  •  The SENDCo is available to teachers one day a week after school on a drop in basis to help develop strategies for using with specific students
  • Tailored support for individuals / groups within the lesson, withdrawal of small groups or one to one support lessons for literacy; numeracy; speech and language, social skills and Nurture where this is deemed to support the learning and development of independent learning skills for the students.
  • Access to the Pastoral Hub for support with:
  • Medical needs
  • Social or emotional needs
  • Lunchtime and break time support.


  • Access to the community room for support with:
  • Learning (academic and social)
  • Lunchtime and break time support including a sensory garden.
  • After school club to develop learning skills at specific times of the year



The School ensures that students with Special Educational Needs engage in the activities of the school with those students who do not have Special Educational needs by:

  • Teaching Partner support, where appropriate
  • Appropriate differentiation by teachers
  • Peer group support
  • Access to the Library/Computers/Dining Hall
  • Other activities which includes football, film club, music (including playing instruments and visits to musicals) and drama/dance (including theatre visits) *Please see Extra Curricular booklet for full list of activities and times
  • Supported prep groups

5. Provision


The Governors will co-ordinate the provision of education for students with special educational needs by:

  • the appointment of a Special Needs Co-ordinator (SENCO) to work with the Head of School and Governing Body, parents and students, outside agencies and other schools
  • the allocation of teachers and TAs within lessons, for small group withdrawal and on a one-to-one basis
  • Intervention packages to facilitate enhanced progress
  • Appropriate and personalised curriculum


The school:

  • has no specialist units.
  • has a multi-purpose learning support room.
  • has a full time SENDCo who is undertaking the National Award for Special Educational Needs Co-ordinators (Postgraduate Certificate) in 2021-2022.
  • has a member of staff who is undertaking a Postgraduate Certificate in Specific Learning Difficulties in 2020-21
  • regularly uses external specialist teachers for assessments and interventions.
  • has ten teaching assistants and six members of the Wellbeing Team to enable the delivery of in-class support; 1:1 withdrawal, small group intervention and mentoring
  • has a whole staff team dedicated to fully inclusive education
  • offers students strategies for learning
  • allocates support (funding) according to the needs of the individual students

6. Resources


The School allocates resources to, and amongst, students with Special Educational Needs by the following means:

  • The SENDCO is responsible for co-ordinating funding applications and for using funds appropriately;
  • Software programs as appropriate;
  • Multisensory materials;
  • Effective intervention programmes;
  • Reading material, plays and popular children’s titles and other games to support literacy acquisition
  • Training for staff


The School provides the following facilities for students with Special Educational Needs:

  • Community Room- students work in this area with the SENDCO; specialist teachers and TAs individually and in small groups. The area is also staffed at break time and lunch time offering a highly supervised opportunity for relaxation and socialising, playing games and using computers.
  • Disabled toilets
  • Stairs – all with hand rails
  • Lifts in the main school building to access all areas with the exception of the upper floors in the DT and Humanities areas
  • Timetable – to ensure most teaching takes place on the ground floor where necessary and possible
  • Behaviour intervention
  • Speech and language groups
  • Computer room with specialist intervention packages
  • Nurture group facility in a specialist and well- resourced teaching room
  • Sensory garden which is used for break time club and nurture lessons.

7. Following the Graduated Response – Assess, Plan, Do, Review

We embrace government proposals for the early identify and assessment of pupils with SEND .

One or more of the following processes currently identifies pupils who may require learning support:

• Primary school interviews, visits and meetings with parents, reviews, primary liaison meetings, learning support and other transfer documentation.

• KS2 SAT’s results; in particular significant discrepancies or low attainment (scaled score below 100)

• The interpretation of NFER Cognitive Abilities Tests, which provides verbal, non-verbal and quantitative data.

• STAR testing

  • LUCID EXACT screening

• An observation or concern expressed by a member of staff or parent.

• Whole school monitoring systems, which highlight underachievement and discrepancies in curriculum areas at both KS3 and KS4.

• Liaison with external agencies, e.g. social and medical services, outreach teaching support, our own specialist teacher

• A concern expressed by a pupil about his or her own progress.


Our response to SEND embodies principles central to Code of Practice 0-25 and the Children and Families Act;

• Provision for an SEND pupil should match the nature of his/her needs.

• There should an assessment of a pupil’s needs, a plan put in place to meet need followed by interventions and an evaluation of the effectiveness of interventions. – Assess, Plan, Do, Review

• The views of the child should be given due weight according to age, maturity and capability when any action is taken.

• There should be close consultation and partnership with the pupil’s parent or carer.

• Specialists should be involved whenever appropriate, including health and social care professionals.

• All pupils should access ‘Quality First’ teaching.


Students who are identified with Special Educational Needs are reviewed and monitored by:

  • At least one Annual review with the SENCO, outside agencies, parents and students, if the student has an Education, Health and Care Plan.
  • Termly reviews to set new targets with student and parents for those on the SEND register
  • Analysis of impact of interventions
  • End of term module assessments
  • Reports from staff
  • Reference to progress grades as given by teachers
  • Analysis of school tracking systems



Parents are encouraged to:

  • Attend annual reviews for their child
  • Attend parents’ evenings and meet with the SENDCO
  • Liaise with SENDCO sharing information and agreed targets
  • Keep in regular contact by meeting face-to-face and via telephone, email or letter

8a. Links with Other Schools

Links with other schools have been established and provision made for transition of students with Special Educational Needs between schools, as well as between the School and primary schools by:

  • local cluster group held termly
  • regular meetings with other local primary and secondary schools
  • visits by Primary Liaison coordinator and SENDCO to specifically meet with SEN students
  • SENDCO attends annual review of students who are designated to attend Park High school, at their own schools, especially transitional reviews in Yr 5
  • visits arranged by SENCO to meet and work with individual students in Yr 6 who have special educational needs (in school)
  • meetings with staff from feeder schools
  • inviting parents of pupils in Yr 6 who are vulnerable to visit the school in the summer term to develop positive links, explain secondary school systems, answer questions etc.

8b. Links with Organisations

The school has established links with key agencies and voluntary bodies which work on behalf of children with Special Educational Needs, as follows:

  • Action for ASD
  • ADHD Northwest
  • Broadfield Specialist School
  • Children and Families Wellbeing Service
  • Social Services
  • Counselling services (Free Flow)
  • Rainbow Centre
  • Parent Support services
  • Educational Psychologist
  • Young Carers
  • School Nurse/ Health Team
  • ReachOutASC


The School maintains records on students with identified needs, as follows:

  • Information in individual files is kept in a locked cupboard within the SEND office and updated as necessary
  • Electronic information is stored in a personal file within the SEND area of the school network. This is only accessible by e few key staff members
  • Progress is tracked and specific interventions can then be evaluated and further appropriate action taken as necessary
  • SENDCO informs other staff of students’ needs and suggests strategies through staff meetings and individual/departmental meetings, staff training, sharing of information on the Teaching and Learning database or Bromcom, the school’s pupil information management system.
  • The SENDCO is responsible both for coordinating work with outside agencies, as necessary and for keeping records of findings for future use
  • The SENDCO is responsible for ensuring that the statutory rights of students with Education Health and Care Plan, or are Disabled under the Equalities Act are protected


The Governing Body arranges suitable training for staff in relation to Special Needs using a selection of speakers and other outside agencies, Teacher Development days and individual courses:

  • The SENCO will develop the knowledge and training on all aspects of special needs as appropriate.
  •  TAs have attended in-service training days for special needs and the SENDCO is working with teachers to help them develop their skills in differentiating the planning and delivery of their lessons


The Governing Body has a complaints procedure which is available from the main office and school website and can be used by parents of students with Special Educational Needs. All individual complaints will be dealt with in accordance with the school complaints procedure.


Review: July 2022