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SEND Action Plan








  • Wide and varied curriculum offering a range of accessible courses for all learners.


  • Stimulating classroom environments



  • Range of teaching styles to meet the needs of all pupils.


  • Embedding of new class exercise books, which focus and support the sequential and progressive marking of SPaG, use of key vocabulary, lesson content and learning outcomes.


  • Use of self/peer/teacher assessment and next steps




  • 1:1, paired, group and whole class activities
  • ICT equipment used across the curriculum areas to enhance learning.


  • CAT screening
  • Individual progress trackers




  • IEPs used to identify barriers to learning, specific strategies used, additional requirements for every pupil



  • Encouraging pupils  to aspire and achieve


  • Staff attend Training/Network/Teaching Alliance meetings









  • Exam Access Arrangements









  • SEND planning grids



Boys have accessed the full curriculum working towards programmes and qualifications to meet their individual needs.


Lesson observations in all classrooms highlighted the use of classroom display and resources to engage, celebrate and inform pupils learning.


Noted in lesson observations across the curriculum.




Work book scrutiny in all curriculum areas indicate that school and literacy marking policies are being followed. The new work books show evidence of sequential and progressive marking.



Across all subject areas there is evidence through work book scrutinies of pupils being involved in all aspects of assessment and their next steps.




Evidenced in lesson observations





All pupils have completed the CAT tests and the results have been shared and used to inform planning, complete progress trackers. Pupils will now complete the annual progress tests in Maths, English and Science.



All IEPs set up by tutors/keyworkers based on agreed outcomes from Annual Review. Monitored and updated regularly with comments from all staff after six months. Tracked by Curriculum Support Advisor and SENCo.



Positive learning experiences, celebrating successes. Work experience placements, careers speakers and visits.



SENCo Network

KS2 moderator training

Success at arithmetic training

Literacy across the curriculum training

Accelerated Reading Data analysis

Access arrangements course

Academic resilience

Working memory training

Writing Network

Maths Network

Maximising the impact of the TA in the classroom

2Build a Profile – reporting on pupil progress to parents

Purple Mash- Online teaching resources training


Based on the identified needs and common classroom practices for individual pupils, all assessments and exam access arrangements have been applied for and are in place for the June 17 exam series.

School SENCO currently completing Certificate of Psychometric Testing, Assessment and Access Arrangements due to qualify and register with British Psychological Society in February 2018. This will enable all pupil’s identified as needing exam access arrangements to be tested in school by a familiar member of staff.


All subject teachers have used a template to create a document for each of their teaching groups, detailing whole class/ability group and individual teaching strategies and approaches, individual areas of need and diagnoses, pupil premium, risk assessments. These documents will be used to inform medium and short term planning.



  • Whole school common approaches shared in T and L.
  • Thrass charts on walls or desks and referred to regularly for spelling options.
  • Common mnemonics. Punctuation prompts, key words, literacy marking posters displayed in classroom.
  •  Daily individual phonics, reading and SPaG activities. Groups of 4/5 for daily literacy lesson(KS2).
  • Termly literacy walks


  • Weekly spellings (KS2/3)


  • Annual reading and spelling age assessments


  • Literacy icons used across all areas of the curriculum to identify links for learners



  • Speaking and Listening (see communication and interaction below)






  • ‘Reading for Pleasure’- regular use of library, magazine subscriptions on the units, ‘Drop and Read’, World Book Day, visits to Waterstones.




  • Reading/Drama Club




  • Staff attend Training/Network/Teaching Alliance meetings






  • Whole School Daily Reading Scheme







  • Intervention








  • Library:






Classroom Literacy Walk – identified common practice across all classrooms for teaching reading/spelling/SPaG.


Used as table mats in many classrooms. ICT have used them as mouse mats.


Literacy marking policy displayed in all classrooms


Pupil progress tracked against Phonic phases, high frequency word lists, spelling lists and writing/reading objectives


Spelling tracking records indicate steady progress being made.



Annual assessments will take place in June each year. Pupils who are new to the school will be tested within their first 6 weeks.



Displayed on whiteboard and indicated in marked work.
















Half termly Drop and Read, World Book Day events, regular timetabled use of the library, magazine subscriptions on the units and in school, visits to Waterstones.




After school activity for all Key Stages twice weekly.





SENCo Network

KS2 moderator training

Literacy across the curriculum training

Accelerated Reading Data analysis

Access arrangements course

Academic resilience

Writing Network

Maximising the impact of the TA in the classroom

2Build a Profile – reporting on pupil progress to parents

Purple Mash- Online teaching resources training


Introduction of the Accelerated Reading Scheme:

Staff training from service provider and in-house

Timetable change to ensure at least 20mins reading time daily for all pupils.

Additional staffing for daily reading sessions

Scheme extended for use in the residential units reading programmes

½ termly STAR assessments to track and monitor progress.

Intervention programmes for pupils measuring below targeted progress.


Of the 11 pupils involved in reading intervention Spring 17:

  • · 91% of pupils’ results indicate progress has been made during the intervention period.
  • · 72% pupils results indicated an increase in their scaled scores significantly above the expected growth rate for Key Stage 3 and 4 pupils over the intervention period.



All books banded to the accelerated reading scheme and interest across all years groups.

Purchase additional books based on interest level, ability and need



  • Working memory training for all staff


  • Targetted interventions


  • Daily individual KIRF activities


  • Weekly homework


  • Success@Arithmetic training for all Maths teaching teams


  • Numeracy icons used across all areas of the curriculum to identify links for learners



  • Whole school common approaches shared in T and L


  • Working Memory games incorporated into Care activities across the residential units




  • Staff attend Training/Network/Teaching Alliance meetings
As a follow up to previous working memory training. Staff received inhouse refresher training on what working memory is and what the impact of having a poor working memory can be on learning. We discussed some of our pupils who we think may have a poor working memory. This was followed up with some ideas of games/activities that could be used on the units and the teaching staff came up with ideas of how they could support working memory in their lessons. This has been followed up with 1:1 discussions with unit leaders to support the choice of games/activities, and with school staff as needed.

During last year the Maths working party developed our own Calculations Policy. This was shown to all school staff through several meetings, we demonstrated the resources we use, gave examples of the difficulties our pupils experience and gave all teaching staff a list of ideas of how they could incorporate numeracy in their subjects.

SENCo Network

KS2 moderator training

Success at arithmetic training

Access arrangements course

Academic resilience

Working memory training

Maths Network

Maximising the impact of the TA in the classroom

2Build a Profile – reporting on pupil progress to parents

Purple Mash- Online teaching resources training

Numeracy across the curriculum training





  • SLCN therapy









  • Speaking and listening activities planned for across all subject areas.




  • Role play, ‘million pound drop’, ‘pass the bomb’, ‘Don’t say it’ ‘Charades’ games etc.


  • Lego therapy





  • Communication Champions






















  • Social stories




Consent was received from parents for pupil’s identified as needing additional support and new referrals were made.

Rebecca Burns – Speech and Language therapist is working in school one day a week with the pupils who have been referred to the service and have individual Speech and Language programmes. Copies of their programmes have been shared with staff and tutors/keyworkers have incorporated their targets into their IEPs/logbooks.



Literacy across the curriculum update in T and L meetings – Speaking and listening posters and presenting information posters shared to be displayed in all classrooms


All units have invested in a range of speech and language games, which are regularly incorporated into unit activities.


Weekly lego club sessions and used in units as a tool for co-operative learning.


Communication Champions Training Schedule completed by four staff members in 2015-16

The Communication Champions have cascaded the training to the staff team in the summer term, summarising the above workshops and highlighting areas for development identified in the staff audit.

Goals of training:-

* To feel confident in speech, language and communication (SLC) knowledge

* To be able to identify, define, and refer on SLC needs

* To assess and show progression in SLC needs

* To become confident in a range of universal and targeted SLC strategies, integrating them into the curriculum and daily school life.

* To cascade information to other staff members of the school.

The Communication Champions cascaded the training to the staff team in the Autumn term 2016, summarising the above workshops and highlighting areas for development identified in the staff audit.


Social stories (targeted and general) displayed in classrooms, bedspaces, classrooms and common areas.





  • PSHE, unit forums, Keyworker meetings






  • Wide range of activities and visits in the after school/evening activity grids



  • Compass – Anger management programmes






  • Prevention Service


  • Assemblies



  • St Catherines Hospice – Bereavement Support



  • Independent Advocates for LAC


  • Access to NYAS (J Morris) on a regular basis


  • Staff attend Training/Network/Teaching Alliance meetings







  • Annual PASS survey completed by all pupils


Units of work in PSHE on topics such as Healthy relationships, Drugs Education, All About Me, Keeping Safe.

Regular unit forums feeding into school council meetings.



Wide range of physical, creative, co-operative activities offered across the units.



Referrals have been made and boys have participated in sessions in school.



Referrals made and involvement when requested.




Referrals made and involvement when requested.



PC Sara Widdrington invited to deliver whole school assemblies on internet safety, illegal substances, keeping safe.


Referrals made and involvement when requested.





LAC regularly have opportunities to meet with Independent advocates


Service offered to all pupils and staff.


SENCo Network

Securicare Physical Management

Home Office WRAP training (Level 1)

Child Sexual Exploitation

Challenging Behaviours

Emotional Resilience training

Loss and Bereavement training

Special School PSHE courses

Relationships and Sex Education training course


Pupils views are collected through the digital PASS survey, allowing staff to analyse results and identify strengths and areas for development.





  • All classrooms offer a range of sensory resources:

Privacy boards

Ear defenders

Fidget toys weighted blankets

Coloured overlays/sheets

Pen grips

  • Staff regularly sharing which pupils prefer/benefit from using specific resources.
  • D Mac asked to make replica weighted blankets
  • Unit staff support sensory needs
Each term CW asks staff for their request for sensory equipment in the classroom and resources these requests accordingly.







Unit staff have purchased sensory night lights, stuffed toys as comforters, bean bags and have created quiet/calming spaces.




  • Termly visits from the dental hygienist



  • Regular communication with paediatricians, health care agencies




  • Monthly meetings in school with Dr Hopkirk, who is providing reports for EHCP review meetings – planning to arrange meetings with parents, chasing up medication, missed appointments and referrals at school’s request


  • Restart the Heart Campaign - all students across each cohort took part in the assembly and associated workshops
Dental hygienist reports updated on placement plans and shared with parents. Also used in medical health section of EHCP.


Sharing and gathering of information is ongoing, chased up by Dr Hopkirk and used for Annual Reviews


Attending information gathering and feedback sessions with ASMPACT pre and post assessment.


Regular meetings with Dr Hopkirk to discuss upcoming reviews and Dr Hopkirk’s reports are used in the medical/health section of the EHCP.


KL led a whole school assembly and all pupils received basic ‘Restart the Heart’ training.


Whole staff First Aid Training




  • Poor attendance and input at EHCP review meetings. Placement Support officer chasing up individual SW to gain written reports and updates for EHCP paperwork
    • Placement Support Officer providing additional support for parents / carers


The new post of placement support officer has enabled the school to work with Children’s social care to request and encourage documentation and attendance at Annual Reviews.




  •  ‘Preparation for working life’ qualification in Key Stage 4



  • Staff tracking and monitoring progress and collecting evidence for the Life Skills programme through 2BuildaProfile.


  • Curriculum Support Advisor – Work experience



  • Specialist Careers Advisor – Post 16 provision



Careers lessons in year 10 and 11. Compiling CV’s, work experience logs, researching job specifications



Tutors and keyworkers support and track pupils progress through the Life Skills programme.

Termly reports sent home to parents/carers.



Curriculum Support Advisor organises two separate weeks of work experience in Year 10 and in Year 11.


Specialist careers advisor contributes to Year 10 & 11 Careers lessons during curriculum time and provides individualised support for all Year 11 learners as part of the whole school transition programme, including: arranging college visits

-completing applications for college / employment & apprenticeships,

-designing bespoke career action plans

-providing regular updates for parents & carers

to ensure 0% NEETs for the school