SEND (Special Educational Needs and Disabilities)


SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, which is made generally for others of the same age in a mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 –that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day as asthma, diabetes, epilepsy, and cancer.

The 2014 SEND Code of Practice puts emphasis on the importance of early identification and schools’ role within this: ‘All schools should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improve long-term outcomes for the child or young person.’ (section 6.14 of the Code) So, identifying children and young people who are struggling is vitally important – with early identification we can make sure that children and young people get intervention early.

With the right early intervention, children make better progress, the longer-term impacts are minimised and many children can even catch up.

Special educational needs maybe identified in the following ways:

  • Information from feeder/previous schools
  • Teacher assessments indicate a significant and continuing lack of progress
  • Concerns raised by parents/carers
  • Concerns raised by teachers or the SENCo
  • Liaison with external agencies
  • Health diagnosis by a paediatrician
  • Classroom observation
  • Literacy and Cognitive Ability Assessments

Additional needs are categorised in the following 4 areas:

  1. Communication and Interaction
  2. Cognition and Learning
  3. Social, Mental and Emotional Health
  4. Sensory/Physical Need

Support in the first instance will always include Inclusive, Quality First Teaching, this is the effective inclusion of all pupils in high-quality every day, personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles and the maximum use of visual and kinesthetic resources as well as auditory/verbal learning.  This is also known as Wave 1 Intervention.

Some students need targeted catch up provision in the form of group work to help them get back on course. This is known as Wave 2 Intervention.

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Where Wave 2 intervention has not been fully effective, Wave 3 Intervention will be offered. This is often a more specific and personalised intervention and will be in the form of Teaching Assistant support in lessons or 1:1 provision.

At Sturminster Newton High School, we take pride in supporting the individual needs of our students and offer a carefully planned and personalised approach. We offer a broad and comprehensive range of support that responds to social and emotional difficulties as well as academic learning needs.

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Additional support may take the form of:

  • In class support
  • Additional Literacy lessons
  • Small group work
  • 1:1 Specialist Literacy Support
  • Speech and Language Support
  • Social Communication groups
  • Emotional Literacy Support (ELSA)
  • Behaviour Support Services
  • Room 9 Break and Lunch Club
  • Work from outside agencies such as Educational Psychologist Service (EP), Special Educational Needs Support Service (SENSS), Child & Adolescent Mental Health Service (CAMHS), Speech and Language Therapist (SALT) Hearing and Visual Impairment Team.
  • Exam Access Arrangements

Please find below links to all Policies and Information relating to Special Educational Needs and Disabilities.

For all other enquiries please contact our SENCo/Inclusion Manager:  Mrs J Grose on