SEN Policy



Trinity Rings new



Date:   June 2017

Next Review Due: June 2018

“An inclusive learning community living out Gospel values”


This policy should be read in conjunction with the school’s Supporting pupils with Medical Conditions Policy, Anti-Bullying policy and the SEND Information Report on the school’s website.


At Trinity Catholic College we value all of our pupils.  We believe that all children have an equal right to an education which enables them to develop fully their individual, social and academic potential.  Our strong Catholic ethos leads our SEN provision and enables us to ensure all our children achieve their ambitions.  We provide our SEN learners with support plans to complement the personalised quality first teaching they already receive.  This coincides with early identification for specific interventions to ensure maximum progress.  Furthermore, we have high expectations of all our pupils to ensure they leave trinity Catholic College equipped for the bright future which awaits them.


  1.   Aims of School SEND Policy and Provision
  • To ensure that all pupils have access to a broad and balanced curriculum including trips and extracurricular activities where possible.
  • To ensure that the provision for pupils with SEND matches the nature of their needs within allocated budget.
  • To record and monitor the outcome of the provision provided for pupils with SEND.
  • To ensure that SEND pupils are involved, where practical, in decisions affecting their SEN provision.
  • To consult and work in partnership with parents of pupils with SEND.
  • To consult and involve outside agencies whenever necessary.
  • To integrate pupils with SEND into the life of the school providing additional support as needed to achieve this.  


  1. Definition of Special Educational Needs

Pupils have special educational needs if they have difficulty accessing the curriculum which calls for special educational provision to be made for them.


Pupils have difficulty accessing the curriculum if they:

  • Have a significantly greater difficulty in learning than the majority of others of the same age, or
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in mainstream schools.

The purpose of identification is to work out what action the school needs to take, not to fit a pupils into a category. However, these four broad areas of need give an overview of the range which are planned for:

  • Communication and interaction, including ASD, Asperger’s Syndrome and Autism.
  • Cognition and learning, including MLD, SLD and PMLD.
  • Social, emotional and mental health including ADHD, ADD and personality disorders.
  • Sensory and/or physical, including visual impairment, hearing impairment and physical disability.


Identifying Special Educational Needs

Special Educational Provision may be triggered when students fail to achieve adequate progress, despite having had access to a differentiated programme. Parents and Carers and Staff will be informed that the child has special educational needs and appropriate provision will be identified to meet the student’s individual need(s).


Lack of adequate progress may be indicated by:

  • Little or no progress despite the use of targeted teaching approaches and a differentiated curriculum.
  • Working at levels significantly below age expectations, particularly in Literacy or Numeracy.
  • Presenting persistent social and emotional difficulties, which have not been managed by appropriate strategies usually employed.
  • Sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment.
  • Poor communication or interaction, requiring specific interactions and adaptations to access learning.


  1. Roles and Responsibilities

SENCO- Amber Storey

SEND Leadership Link – Laura Bradley


The roles and responsibilities of school personnel with regard to special educational needs are given below. They are in accordance with Code of Practice (2014) guidelines and school job descriptions.


  1. Governing Body:
  • In partnership with the Headteacher, the Governors have responsibility for deciding the school’s SEN policy and approach to meet the needs of students with SEND.  
  • Monitoring the policy through the school’s self-evaluation procedures.
  • All governors are informed of the school’s provision, including funding, equipment and staffing regarding SEND.


  1. SEN Coordinator:
  • Supporting the teaching and learning of students with SEND.
  • Keeping accurate records of all students with SEND.
  • Drawing up, reviewing and monitoring pupil’s Support Plan for those with SEND needs.
  • Monitoring departmental delivery of the SEND policy.
  • Being responsible and accountable for the whole-school SEND resources.
  • Liaising with parents and carers of students with SEND.
  • Liaising with and advising fellow teachers and support staff.
  • Liaising with schools including feeder primaries and specialist settings.
  • Liaising with other SENCO’s, both locally and nationally.
  • Liaising with outside agencies.
  • Contributing to in-service training and external training (as appropriate).
  • Identifying pupils for screening process.
  • Co-ordinating provision for students.


  1. Subject Leaders Across the Curriculum will Ensure:
  • Ensuring appropriate curriculum provision and delivery clearly stated in their schemes of work.
  • Ensuring appropriate teaching resources for students with SEND.
  • Ensuring quality first teaching from staff in their department.


  1. Other Staff – “All teachers are teachers of special needs”.
  • Devising strategies and identifying appropriate differentiated methods of access to the curriculum, in conjunction with the SEND department.
  • Recognising that central to the work of every teacher is the cycle of planning, teaching, assessing and evaluating that takes account of the wide range of abilities, aptitudes and interests of the students in their classes.
  • Ensuring pupil’s needs are well considered during all lessons.
  • Monitoring progress of students with SEND against targets and objectives.
  • Be fully aware of the school’s procedures for SEND.
  • Raising individual concerns to the SENCO.


  1. Teaching Assistants:
  • Support students with SEND and the wider school population.
  • Plan and deliver individualised intervention programmes where appropriate.
  • Monitor progress against targets in conjunction with the class teacher.
  • Assist with drawing up support plans for students and supporting information sheet development, as required.
  • Contribute to the review progress, either in person or with a written report.
  • Work with small groups in or out of the classroom, under the direction of the class teacher.
  • Support SEND pupils on Educational visits and all other pupils where possible.
  • Jointly plan with teachers, where appropriate.


  1. Admission Arrangements for Pupils with SEND
  • The Governing Body believes that the admissions criteria should not discriminate against pupils with SEND and has due regard to the Code of Practice. Admissions arrangements for pupils with SEND, (but without an Education, Health and Care Plan), do not differ from those of other pupils. However, in the case of a student in possession of an Education, Health and care Plan, the placement recommendations of the last Annual Review will be taken into account.


Allocation of Resources

 The school is funded to meet the needs of all their students through its core budget but is additionally funded to support provision for SEND through:

  • Deprivation and underachievement factors, based on the number of students receiving free meals and those underachieving on entry.
  • Funding for specific students to meet their assessed needs through Higher Needs Funding matrix.
  • Delegated and designated budgets.
  • Also, in some part, the pupil premium.


Identification, Assessment, Provision and Review


  • The school uses a graduated response  as outlined in “The Code of Practice (2014)”. To help with this process, a variety of screening procedures are used, which are then disseminated to teaching staff.


New Intake Students in Year 7

  1. a) Primary Liaison
  • Primary schools are visited/contacted throughout the year prior to transition. Any student identified as having SEND need is referred to the SENCO.
  • The LA notifies the school about students who are transferring with EHC plans in the first half term of Year 6 where possible. The SENCO attends their Annual Review in Year 6 to ensure a smooth transition is made. At transition, the SENCO becomes the LEAD professional for the child with an EHC plan. Relevant information is disseminated to teaching staff before transfer.
  1. b) Initial Screening
  • KS2 tests.
  • Accelerated reading comprehension and WRAT4 single word spelling.
  • CATS
  • Progress Maths Test

Additional tests available for pupils who may require further interventions including:

  • Dyslexia screening.
  • Visual Stress test.
  • WRAT4 word, reading and sentence comprehension.
  • GORT4 reading.
  • Ravens SPM Non Verbal Reasoning Skills.
  • DASH speed handwriting.
  • Digit memory test.
  • British Picture Vocabulary Scale
  • WRAT4 Numeracy.

Screening in Other Year Groups

  • Additional screening tests are administered when required; these are administered through the Language and Learning team.


  1. Staff Observation
  • Members of staff consult with the SENCO if they notice students who may need specialist help during the school year. Evidence for that concern must be produced, prior to any testing and / or additional intervention being undertaken.
  • The SENCO may then ask for additional diagnostic assessment to be undertaken by other professionals.


  1. Referrals by Parents or Carers
  • A student’s parent/carer may express concern. Once information is gathered the process is the same as for staff referrals.
  • All parental referrals are acted upon.



Teaching students with SEND is a whole school responsibility. Central to the work of every teacher and subject is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the students. The majority of students at Trinity Catholic College learn and progress through these differentiated arrangements.


A Graduated Response is adopted for students identified as having SEND. The level and type of support is provided to enable the student to achieve at least adequate progress. Provision is identified and managed by the SENCO but will be planned and delivered by teaching and support staff.


Graduated Response

  • Wave 1 – Quality first teaching by all teaching staff.
  • Wave 2 – Is initiated where students have failed to make adequate progress as identified by the SENCO through the assessment arrangements as in 3.1.
      • Criteria for Wave 2 include:
      • Low Numeracy/Literacy scores
      • Teacher’s observations
      • Transition comments
      • Concerns from staff or parents

Provision from within the school’s resources is identified to help meet the student’s needs. Interventions may include:

      • Additional learning programmes such as Fresh Start, Reading groups, Rapid Readers and Lexia.
      • Smaller group sessions and extraction groups for English and Mathematics.
      • Small intervention groups for dyslexia, spelling, reading comprehension difficulties and social skills.
      • Appropriate teaching groups/sets.
      • Group support on a regular basis.

b) Wave 3

      • Where students do not to make adequate progress, despite additional provision at Wave 2, the school seeks advice and involvement from external support services such as the Language and Learning team and CAHMS.
      • They are requested to:
        • Provide specialist assessments.
        • Give advice on teaching strategies or materials.
        • Provide short-term support or training for staff.

The SEN support plan is revised and new strategies are put in place following the involvement of student and parents. Should the assessments identify that a student with an EHC Plan requires additional provision on a regular basis for an extended period then the school will apply for additional resources. the application will be evaluated against criteria established by the LA.

c) EHCP Assessment

If a student fails to make adequate progress and has demonstrated a significant cause for concern, the school and/or a parent /carer may decide to request that the LA begins the EHCP Process. This may lead to the student being provided with an EHCP.
SEN Support Plans

Pupils who are on the SEN register have a SEN support plan. The support plan is shared with staff to help them plan to cater for all pupils in their classroom, allowing for maximum progress. When a pupils needs change, the support plan is updated to allow all staff to be aware of how to best support pupils.


Provision of an Appropriate Curriculum

Through their departmental development plans, the SED and in conjunction with SEN EHCP’s, provision for students with SEND is regularly reviewed and revised. It is the responsibility of individual departments at the school to ensure that the requirements of the National Curriculum are met for those students with SEND in partnership with the Learning Support Department.


Provision Of Curriculum Support

The SEND Department can help subject areas in the following ways (although this is not an exhaustive list):

a) Curriculum Development

  • Planning with individual members of staff / departments.
  • Selection / design and preparation of suitably differentiated materials.
  • Selection / design of teaching strategies.

b)Support Teaching:

This is achieved by working collaboratively with a subject teacher. The SENCO and members of the SEND Department can assist by:

  • Planning appropriate programmes of work.
  • Preparation of relevant and differentiated materials.
  • individual teaching.
  • Helping to facilitate a wide range of teaching and learning styles.
  • Evaluating and reviewing what has been achieved.

c) Withdrawal

Some students with special educational needs may be withdrawn 1:1 or within small group sessions or to use technological support; the withdrawal of students is kept to a minimum, in accordance with Trinity Catholic College’s inclusive ethos.

d) In-service Training

  • The SENCO provides continual Professional Development for NQT’s and other new staff at the school on Code of Practice procedures at trinity Catholic College.
  • Individual departments can ask for Continual Professional Development from the SENCO as required, for specific purposes or generic training.
  • Whole-school Continual Professional Development, focussing on specific needs is included, where appropriate, on staff training days and during twilight sessions.


Arrangements for Considering SEND Related Complaints

If a parent is unhappy about the arrangements made to meet the SEND of their child they should in the first instance discuss the matter with the SENCO. The Headteacher will address secondary complaints.

The matter will be looked into by the school, in a reasonable period of time, in line with the Governor’s’ arrangements for consideration of complaints.


Arrangements for Inclusion

The school’s policy is to provide all pupils with access to a rich and broad curriculum, which meets the needs of children of all ability and ages.

  • The use of setting and the differentiation of work enable this to happen.
  • The provision of additional support which enables pupils to access the curriculum has already been documented.
  • Pupils with an EHC Plan can be disapplied from National Curriculum subjects. This is only considered in extreme circumstances when all parties, particularly the parents, pupils and appropriate services, request it.

As the school operates a policy of full access to the National Curriculum and of Curriculum Support, pupils with SEND are included fully into the School Curriculum. All pupils join in all activities, as far as is reasonably practical, both curricular and extra -curricular, except where an activity may constitute a problem for any pupil’s health or safety.



In School

  • The SENCO liaises closely with the Leadership Team, Progress Leaders and year Managers. Information and concerns are always discussed with the appropriate member of staff.
  • School systems and procedures provide the mechanism through which SEND issues are discussed and disseminated.



Trinity Catholic College actively seeks to work with parents / carers and values the contributions they make.

  • Parents are actively encouraged to help their child in many ways; for example: hearing their child read and learning spellings.
  • Parents are encouraged to attend Parents’ Evenings where their child’s progress is discussed with subject teachers.
  • Effective communication is achieved through regular contact with home either through letters, telephone calls or the student’s planner.
  • New parents can attend the Open Evening prior to transfer and make arrangements for additional visits through the SENCO.



Trinity Catholic College acknowledges the student’s role as a partner in his / her own education.

  • Students are actively encouraged to be part of their educational journey. The SENCO, together with the Pastoral Team, have regular discussions with pupils regarding their progress and how this can be enhanced.
  • Students are asked about how they would like to receive support and this is considered when plans are made.
  • Students are encouraged to have high expectations in all areas of the curriculum.


External Support

The school aims to work in partnership with other agencies in order to provide an integrated support based on the needs of the student. The main external agencies used by Trinity Catholic College include (this is not an exhaustive list):

  • Educational Psychology Services
  • School Health Services
  • Speech and Language Service
  • Occupational Therapy Service
  • Youth Support Service
  • National Association of Special Educational Needs (NASEN)

Between Schools

The SENCO liaises with other SENCOs:

  • Local Authority Professional Development meetings.
  • On the transfer of a student with SEND.
  • At locally held SENCO conferences.


Transfer Arrangements

  • All documentation about special needs included in a student’s record is transferred between schools. The SENCO deals with specific enquiries.
  • Offer of additional Induction Day is available for all students with SEND and vulnerability factors.
  • The records of students who leave at the end of Year 11 are kept and stored in school until they are confidentially destroyed.
  • Documentation relevant to the last Review is forwarded to Post 16 placements.


SEN Marking Policy

The SEN Department follows the Whole School Marking Policy.