Good teaching is expected from all teaching staff to meet the needs of learners. Whilst some lessons are in mixed ability groupings, others are 'setted' to help staff tailor lesson delivery.

Within some classes, additional adults are deployed to assist the teacher and support students to make expected progress. Progress is monitored through the assessments as mentioned above.

We make reasonable adjustments to adapt the curriculum and learning environment to meet the needs of students. Where deemed appropriate, a student may be withdrawn from mainstream lessons to participate in individual or small group intervention strategies, e.g. for those who are not secondary ready, participation in extra literacy support through the Read Write Inc programme and Accelerated Reader programme or the 1st Class@Number 2 programme. Where a student needs particular support to access the curriculum, we work with outside agencies to support staff in their delivery, e.g. the Visually Impaired Service may lead bespoke training for the staff of a particular student.

The curriculum is adapted to support students with SEND on a bespoke basis.  For school year 2019/2020 it is adapted in the following ways:

Year 7

• Tutor time reading interventions
• Tutor time numeracy interventions
• Small group work supported by an Teaching Assistant
• Step Up
• 1:1 support with spelling and comprehension

Year 8

• Tutor time reading interventions
• Tutor time numeracy interventions
• Small group supported by an Inclusion Support TA
• Step Up
• 1:1 support with spelling and comprehension

Year 9 

• Small group supported by an Inclusion Support TA
• Curriculum Support / Carousel
• 1:1 support with spelling and comprehension

Year 10

• Small group provision to SEND learners
• Curriculum Support
• College courses
• Alternative Provision

Year 11

• Small group provision to SEND learners
• Alternative Provision
• College courses
• Curriculum Support

Sixth Form

• Individual needs programme

Through tracking systems, students are identified as possibly needing access arrangements for public examinations and testing is carried out for such students. Where they qualify, arrangements are put in place for coursework tasks as well as final examinations. Learning Support staff also work with such students to help them make the best use of the support, e.g. practise using a scribe or listening to a reader.

We employ the following support to care and monitor your child during the school day:

Pastoral Staff

Each child has a form tutor who is their key pastoral contact in school. This person is supported by an Academic Year Leader, Pastoral Year Leader and Key Stage Manager. 

Further support can be sought from the following:

• Key Stage 3 Manager (Y6–Y8): Mr P Senior
• Key Stage 4 Manager (Y9-Y11): Mr S Wesson
• Head of 6th Form (Y12-Y13): Miss L Slasor
• SENCO: Miss E Greenfield

Attendance Staff

This team of staff supports students in many ways to ensure good attendance. They work closely with the pastoral team to ensure that any issues are dealt with swiftly to ensure limited impact on a student’s academic progress.  Where required, they work with the school’s designated Educational Welfare Officer to support good attendance.

School Nurse

Students are supported by a trained nurse in school who will support them on a daily basis with any medical concerns and will also ensure that the school follows all care plans and procedures recommended by other professionals. The SENCO liaises with and works alongside the School Nurse and Medical Officer to ensure that where a student has medical and SEND needs these are met in a cohesive manner e.g. a joint health and learning plan may be written.

Staff and Support Staff

Led by the SENCO, Curriculum Support staff, BSU staff and Assistant SENCO these staff work with students with additional learning needs in many ways, through in-class support, 1:1 programmes, literacy and numeracy withdrawal and through mentoring and bespoke support programmes for behavioural, emotional and mental health concerns. All support is strategically planned by the Inclusion Team in discussion with academic and pastoral staff.