SEND Policy

Section A: Arrangements

Aims

• To take into account all relevant legislation with regard to Special Educational Needs and disability


• To allow students equal access to the National Curriculum in line with their ability


• To assist in identifying and assessing the Special Educational Needs of individual students at the earliest possible stage in accordance with the Code of Practice


• To use assessment data to inform planning


• To maximise student potential by enabling them to access to the curriculum through differentiation


• To encourage students to develop a positive attitude in overcoming their difficulties and towards their learning by setting achievable and rigorous targets.


• To foster a partnership between students, parents, staff and outside agencies.


• To ensure that all relevant people are aware of and trained to meet the student’s needs.

Roles and responsibilities

 Headteacher

The Headteacher must ensure that SEND is considered fully when drawing up and implementing College polices and ensuring the proper management and support is in place. The Headteacher is responsible for the management of SEND policy and for monitoring with the Headteacher, Governors and staff that appropriate provision is in place for students with SEND.

SENCO

The Special Educational Needs co-ordinator is responsible for the day-to-day management of the Special Needs Department.

The Governing Body

The Governors, in consultation with the Headteacher, have responsibility for ensuring that the provision for SEND students is in accord with regulations and policyThey will:

• Designate governors to take a particular interest in the College provision for SEND students and feedback to Governor’s meetings as relevant.


• Ensure that meetings between SENCO and Governors address all aspects of SEND provision.

3. Co-ordinating and managing provision

The SEND provision at the school is managed and co-ordinated predominately by the SENCO, who is supported by a team of staff consisting of intervention teachers, HLTAs and LSAs. Each member of the team takes on responsibility in helping organise and run different aspects of the SEND provision.

4. Admission Arrangements

Applemore is a non-selective school. All students are valued regardless of their abilities and prior attainment. Everyone is entitled to a broad, balanced, relevant and differentiated curriculum, and to receive appropriate support for their needs, which will enable them to work towards their full potential.

5. Specialisms and special facilities

Resource Provisions

Applemore currently has two resource provisions. All students will have an Education, Health and Care Plan (EHCP), as this is a pre-requisite for access to the resourced provisions.  All students are placed on the SEND list. All students supported by our Resource Provisions join a tutor group and are on Applemore’s roll. The Resource Provision students follow the same timetable as their classmates except they attend the Resource Provision for two lessons per week in Year 7 and 8 and between two and four in Year 9 to 11 according to individual need and timetable.

Resource Provision – Dyslexia

 The school received the British Dyslexia Award in September 2018 and has a Dyslexia Resource Provision that supports students throughout years 7-11.   They have been identified as being of average or above average ability and have Specific Learning Difficulties, sometimes called Dyslexia.

Resource Provision – Autism

In September 2025, the school created a new Resource Provision for students with Autism. These students have timetabled interventions that support both academic and social development. It can also be used as a safe space to help students to regulate before returning to the classroom. In addition to the indoor spaces available students have access to an outdoor gym for relaxed movement breaks.

Section B: Identification, Assessment and Provision

1. Allocation of resources

SEND students have access to a wide range of resources and expertise. These include:

• Classroom support from skilled LSAs


• Withdrawal where appropriate for individual or group work


• Reading and spelling programmes


• ICT


• Laptop computers


• Behaviour and social skills interventions and support


• Audio books


• Well resourced and friendly support bases


• Quiet and reflective areas

1. Identification, Assessment and review

Identification of SEND

Early identification of Special Educational Need is an important factor in providing effective intervention for individual students.  There are many ways this is achieved at Applemore:

• Notification from Junior schools


• Consultation with parents


• Reading and spelling tests – screening done during initial stages at the school


• Individual departmental screening/assessment procedures


• Identification of difficulties by class teacher


• SAT and CAT results


• Information from external agencies

Assessing level of need

There are two levels of need, those being:

• EHCP – Education, Health and Care Plan


• Support

Provision

EHCP

All students with an EHCP will have objectives set through the plan and will be identified to staff. The EHCP will be reviewed annually using the statutory framework given by HCC, this review will include feedback from the student, parents and teachers.

Support

Students in the Support category will receive additional educational support.

Evaluating success

There are many areas in which the department is successful.  A department can show this in the following ways.

• Asking students


• Parental comments


• Analysing data


• Self evaluation


• Monitoring and evaluating the effectiveness of staff

Complaints procedures

Parents and carers are given every opportunity to liaise with staff concerning the SEND of their children. Should any complaint arise regarding any area of SEND the complainant should contact the SENCO in the first instance, then the Headteacher or designated Governor. The LA has a parent partnership manager who can also be approached directly by parents.

Section C: Partnership within and beyond the school

Staff Development

Applemore is committed to a programme of staff training. Development needs are addressed by the Assistant Headteacher in charge of staff career development.

LSAs are always involved in whole staff INSET. They apply for, and attend, outside courses in areas that are of particular interest to them e.g. behaviour management, teaching reading, handwriting or management courses. New staff are mentored by others in the Faculty through an induction programme. All staff are involved in the PMR system, so encouraged to take on specific responsibilities to build up evidence portfolios.

Partnership with Parents and Carers

We aim to promote good home / school partnerships. These are facilitated via:

• Review meetings with individual parents as necessary


• Group meetings for particular projects


• Involvement in homework club and other activities where possible


• Open door policy


• Contact with home

The voice of the student

We value the opinion of the student and feel that wherever possible we involve them in decisions about interventions. For example we actively involve the student in the annual review and ILP processes.

Links with other schools and transfer arrangements

We have strong links with our feeder schools. Prior to the transfer of Year 6 students into Year 7, the SENCO will visit each school to meet with their SENCO.  Students with SEND are identified and those who may find the transition difficult.  These students are placed on our Headstart programme, which means that they will get extra support before and after the transition.

Links with other agencies, organisations and support services

Applemore continually works with outside agencies that have relevant expertise for our students. We work regularly with:

• Educational Psychologist


• EIS provision – at Greenwood School


• Social services


• Medical services


• Youth counselling service


• Specialist teacher advisors