SEND Information Report

All schools have a duty to publish information relating to the provisions for students with Special Educational Needs and/or Disabilities (SEND). This report will inform you of how Tibshelf School seeks to support and include all learners to ensure achievement for all.

Please find the link to download this report at the bottom of the page.

Principles underlying the Code

The SEND Code of Practice describes the principles that should be observed by all professionals working with children and young people who have SEND. These include:

  • taking into account the view of children, young people and their families
  • enabling children, young people and their parents to participate in decision-making
  • collaborating with partners in education, health and social care to provide support
  • identifying the needs of children and young people
  • making high quality provision to meet the needs of children and young people
  • focusing on inclusive practices and removing barriers to learning
  • helping children and young people to prepare for adulthood

What are special educational needs (SEND)?

The term ‘special educational needs’ has a legal definition. Children with SEND all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age,

The law says that children do not have learning difficulties just because their first language is not English. Of course some of these children may have learning difficulties as well.

Children with SEND may need extra help because of a range of needs, such as in thinking and understanding, physical or sensory difficulties, emotional and social difficulties, or difficulties with speech and language or how they relate to and behave with other people.

Many children will have SEND of some kind at some time during their education. Schools and other organisations can help most children overcome the barriers their difficulties present quickly and easily. But a few children will need extra help for some or all of their time in school.

SEND could mean that a child has significant difficulties with:

  • all of the work in school
  • reading, writing, number work or understanding information
  • expressing themselves or understanding what others are saying
  • making friends or relating to adults
  • behaving properly in school
  • some kind of sensory or physical needs which may affect them in school.

These are just examples.

The Special Educational Needs Co-ordinator (SENDCO)

The SENDCO is Andrew Ball.

The SENDCO has day-to-day responsibility for the operation of SEND policy and co-ordinating of specific provision made to support individual students with SEND, including those who have EHC plans or Statements of SEND, working closely with staff, parents and carers, and other agencies.

The SENDCO provides professional guidance to colleagues with the aim of securing high quality teaching for children with SEND, and works closely with staff, parents and other agencies. The SENDCO works with professionals providing a support role to families to ensure that students with SEND receive appropriate support and high quality teaching.

The SENDCO plays an important role with the Headteacher and governing body in determining the strategic development of SEND policy and provision in the school in order to raise the achievement of children with SEND.

Support for SEND

We place great importance on identifying special educational needs early so that we can help children as quickly as possible.

We recognise that children make progress at different rates and have different ways in which they learn best. Teachers take account of this by looking carefully at how they organise their lessons, the classroom, the books and materials they give to each child and the way they teach. So all teachers consider a number of options and choose the most appropriate ways to help each child learn from a range of activities. This is often described as ‘differentiating the curriculum’.

Children making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed, including special ‘catch-up’ work and other kinds of support.

We do not assume, just because a child is making slower progress than expected or the teachers are providing different support, help or activities in class, that the child has SEN.

The Code describes how help for children with special educational needs should be made by a step-by-step or ‘graduated approach’.

The graduated approach recognises that children learn in different ways and can have different kinds of levels of SEND. So increasingly, step by step, specialist expertise may be brought in to help the school with the difficulties that a child may have. We will inform parents/carers as soon as we first start giving extra or different help to your child because they may, or do have special educational needs. The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or use of particular equipment like a computer or a desk with a sloping top. Help may be needed through the graduated approach for only a short time or for many years, perhaps even for the whole of their education. Help for children with SEND will usually be in the class, sometimes with the help of other adults and occasionally with outside specialists.

Parents/Carers – what to do if you have concerns/worries

If you think your child may have a special educational need that has not been identified, you should talk to your child’s class teacher, form teacher, head of year, to the SENDCO or to the Headteacher straightaway.

You will be able to talk over your concerns and find out what the school thinks. The SENDCO will be able to explain what happens next.

Working together with your child’s teachers will often help to sort out worries and problems. The closer you work with your child’s teachers, the more successful any help for your child can be.

You might like to ask if:

• the school thinks your child has difficulties;

• the school thinks your child has special educational needs;

• your child is able to work at the same level as other children of a similar age;

• your child is already getting some extra help; and

• you can help your child.

We will consult parents/carers about all the decisions that affect their child. If you, as a parent/carer have concerns or worries at any time, you should share them with your child’s teacher or Headteacher or any other professional working with your child.

Parents/carers will be made fully aware of the planned support and interventions and, where appropriate, plans will seek parental involvement to reinforce or contribute to progress at home. Parents/carers will also be involved in reviews of support provided to their child and have clear information about the impact of the support and interventions, enabling them to be involved in planning next steps.

If you want to talk to someone who is independent and knows about special educational needs, you can get advice from the local Derbyshire Information and Advice service or from national or local voluntary organisations. This organisation was formerly Parent Partnerships and is now called Special Educational Needs and Disability (SEND) Information Advice and Support (IAS) Service. (SENDIASS).

We will provide an annual report for parents/carers on their child’s progress.

Where a student is receiving SEN support, we will talk to parents/carers regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent/carers, the pupil and the school. We meet parents/carers at least three times each year.

The views of the student will be included in these discussions. This may be through involving the student in all or part of the
discussion itself, or gathering their views as part of the preparation.

A record of the outcomes, action and support agreed through the discussion is kept and shared with all the appropriate school staff and a copy given to the student’s parents/carers.

SEND Support in School

There are four broad areas of need and support which give an overview of the range of needs that are planned for. We regularly review how we provide support across these areas. They are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

Tibshelf School has a wide variety of provisions to meet a full range of needs. Access to what is available to the school is listed below.

  • The school was rebuilt in 2013 and is fully accessible for students with mobility needs.
  • Students identified as requiring SEND support will be overseen by teams of year group teaching assistants and if necessary assigned a key worker.
  • Where needed, students are provided with support for assessments, exams, transition and in response to individual short term needs such as bereavements.
  • The learning support department and its facilities are available on an ad-hoc basis to meet immediate needs throughout the day.
  • Counsellors on site.
  • Life skills groups.
  • The school also has access to a large range of specialists from outside the school when necessary.
  • Literacy Intervention.
  • Small Group - Curriculum Areas

The staff in the Learning Support department receive regular training to support them in meeting the needs of the students they work with. This has included

  • Text Now – literacy intervention training.
  • Autism training from the Autism outreach service and the Head of the Autism Resource Centre at Tibshelf School.
  • Multi Element Plan training from the local authority.
  • Introduction training for understanding the barriers to learning for hearing impaired students.
  • Bespoke specialised training for individual students to meet their individual needs.
  • Positive support training to help students with personal difficulties.
  • Dyslexia assessment training, including how to advise staff/students/parents on how to overcome difficulties.
  • The Toe by Toe programme for dyslexia.
  • Self-harm awareness training (Triggers, strategies).
  • Safeguarding and child protection training.
  • Medical Training.
  • Inference and Comprehension Training.
  • Hearing Impairment Training.
  • SMART Target Training.
  • Literacy Differentiation Training.
  • Restorative Practice.
  • Multi- element plan training.
  • Team Teach Training.
  • IEP and Target Writing Training.
  • Progress Monitoring Training.

In addition, the school has trained students to act as Peer Mentors to support other students in dealing with a variety of issues.

The Autism Resource Centre

Tibshelf School hosts a specialist unit designed to support up to 15 students with Autism Spectrum Condition who would otherwise find attending a mainstream secondary school too difficult to manage.

Students in the unit come from across the county and placements are decided by the local authority through a separate admission process.

The unit is led by an Autism Specialist Teacher (Patrick Roche) and supported by a team of Autism Specialist Teaching assistants.

Identifying children and young people with SEND and assessing their needs

Only a few pupils will require interventions which are additional to and different from the differentiated curriculum provided for all pupils. This forms part of the Graduated Response.

We assess each student’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate. We also consider if a student may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments we may need to make for them.

Class and subject teachers, supported by the senior leadership team, make regular assessments of progress for all students.

The policy at Tibshelf School for identifying, assessing needs are done in-line with the whole-school monitoring and reporting of progress. We seek to identify students making less than expected progress given their age and individual circumstances.

Identification and assessment of students’ SEND will include:

  • End of Key Stage attainments
  • CATs scores at secondary level
  • Assessment for Learning materials
  • Standardised tests
  • Teacher observation
  • Information and advice from other agencies
  • Views of the pupil
  • Views of parents
  • Diagnostic tests
  • Observational checklists
  • Dynamic forms of assessment which involve:
  • identifying strengths and weaknesses
  • identifying learning rates and learning styles

Assessment information highlights students making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

• is significantly slower than that of their peers starting from the same baseline

• fails to match or better the child’s previous rate of progress

• fails to close the attainment gap between the child and their peers

• widens the attainment gap

It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.

The first response to such progress will be high quality teaching targeted at their areas of weakness. Where progress continues to be less than expected the subject teacher, working with the SENDCO, will assess whether the child has SEND. We will informally gather evidence (including the views of the student and their parents/carers), and won’t delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required. The pupil’s response to such support will help us to identify their particular needs.

If SEND are identified the student will be included on the Schools SEND register.

How we decide whether to make special educational provision

In deciding whether to make special educational provision, the teacher and SENDCO consider all of the information gathered from within the school about the student’s progress, alongside national data and expectations of progress. This includes high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, we draw on more specialised assessments from external agencies and professionals.

This information gathering includes an early discussion with the student and their parents/carers. These early discussions aim to develop a good understanding of the student’s areas of strength and difficulty, the parents/carers concerns, the agreed outcomes sought for the child and the next steps. A short note of these early discussions are added to the pupil’s record on the school information system and given to the parents/carers.

Consideration of whether special educational provision is required starts with the desired outcomes, including the expected progress and attainment and the views and wishes of the student and their parents/carers. This then helps determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required.

The outcomes considered include those needed to make successful transitions between phases of education and to prepare for adult life.

Where a student is identified as having SEND, we take action to remove barriers to learning and put effective special educational provision in place. This SEND support takes the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the student in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEND of children and young people.

Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEND. Where there are concerns, there will be an assessment to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour a multi-agency approach, supported by the use of approaches such as the Early Help Assessment, may be appropriate.

Staff are alert to other events that can lead to learning difficulties or wider mental health difficulties, such as bullying or bereavement. Such events will not always lead to children having SEN but it can have an impact on well-being. We ensure appropriate provision is made in order to prevent problems escalating. Where there are long-lasting difficulties we would consider whether the child might have SEND.

Slow progress and low attainment do not necessarily mean that a child has SEND and should not automatically lead to a student being recorded as having SEND. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. For example, some children and young people may be high achieving academically, but may require additional support in communicating and interacting socially. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.

Identifying and assessing SEND for children or young people whose first language is not English requires particular care. We look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEND or a disability. Difficulties related solely to limitations in English as an additional language are not SEND.

Consulting parents/carers of children with SEND and involving them in their child’s education

Parents/carers of children the school has identified as requiring SEND support will meet with the school three times a year to discuss progress, review previous targets and set new targets. These meetings will include the form teacher and staff from the learning support department.

Additionally, when a child is first identified as requiring SEND support, an initial meeting will be called with parents/carers to collaboratively plan for the emerging needs of their child.

Consulting young people with SEND and involving them in their education

When we are considering strategies to address the needs of students who have been identified as needing SEN support we will work with the students to plan strategies to take into account their views. Students are an invaluable source of information on what works well for them and are an essential member of the team when working collaboratively to develop plans to meet their needs.

Assessing and reviewing children and young people’s progress towards outcomes

Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND.

Our approach to record keeping is in line with the requirements of the Data Protection Act 1998. The provision made for students with SEND is recorded accurately and kept up to date. As part of any inspection, Ofsted will expect to see evidence of student progress, a focus on outcomes and a rigorous approach to the monitoring and evaluation of any SEND support provided.

Involving specialists

Where a student continues to make less than expected progress, despite evidence-based support and interventions that are matched to the student’s areas of need, we will consider involving specialists. This could include, for example, speech and language therapists, specialist teachers for the hearing or vision impaired, occupational therapists or physiotherapists. Parents/carers will always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed is recorded and shared with parents and teaching staff supporting the child in the same way as other SEND support.

The SENDCO and class teacher, together with the specialists, and involving the pupil’s parents, will consider a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s progress. Outcomes and support will be agreed, including a date by which progress will be reviewed.

Requesting an Education, Health and Care needs assessment

SEND support is adapted or replaced depending on how effective it has been in achieving the agreed outcomes. Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEND of the child or young person, the child or young person has not made expected progress, the school or parents/carers should consider requesting an Education, Health and Care needs assessment. To inform its decision the local authority will expect to see evidence of the action taken by the school as part of SEND support.

Involving parents/carers and students

All Education, Health and Care Plans should involve parents/carers and students to help plan and support identified needs but also personal requests where appropriate to enable an effectively well managed plan to be put in place. Parents/carers and students can call for a review at any time.

Supporting children and young people during transition

To support transition, we share information with the school, college or other setting the child or young person is moving to. We agree with parents and students the information to be shared as part of this planning process.

Primary to secondary transition

The SENDCO visits the primary schools to gather information on the needs of students who are coming to us. Teaching assistant will visit the primary school to work with students and to arrange additional transition visits to Tibshelf School. The SENDCO will attend the year 6 annual reviews. The SENDCO is available on the transition parents meetings to discuss the needs of individual students.

Post 16 transition

In year 9 a review meeting is held inviting parents along with the careers service and other relevant professions to discuss the transition plan for students with SEND. In year 10 and 11 this process continues with a view to planning the transition to post 16 study or work based training.

Students in Y11 are offered one to one support and planning sessions with a careers adviser. In addition, a personalised programme of transition is developed where need to prepare students for the move to their new educational provider. This can include extended placements, a series of supported visits, a range of taster sessions on different courses and other experiences tailored to meet their needs.

Staff from the school will work with post 16 providers to share information, strategies and advice to help ensure a successful transition for each student.

Teaching children and young people with SEN

We recognise that children make progress at different rates and have different ways in which they learn best. Teachers take account of this by looking carefully at how they organise their lessons, the classroom, the books and materials they give to each child and the way they teach. So all teachers consider a number of options and choose the most appropriate ways to help each child learn from a range of activities. This is often described as ‘differentiating the curriculum’.

Use of support staff

We ensure Teaching Assistants are appropriately prepared and trained to support the curriculum, and that students are not separated from the curriculum as a result of being supported by a Teaching Assistant. Teaching Assistants provide, continuity, subject knowledge, in class support, communication with teaching staff, differentiation, intervention where appropriate, support for IEP, EHCP and Annual Reviews.


We provide for students with high incidence SEND requiring low cost, non-customised equipment, e.g. non customised ICT equipment, up to £300, funded from their normally available resources. For more specialist customised equipment Derbyshire LA provides funding for an Individual Children’s Equipment Budget to meet these needs.

Adaptations to the curriculum and the learning environment of children and young people with SEND

The school was rebuilt in 2013 and is fully accessible to students with mobility needs. The learning support department offers a range of spaces to work with students outside of the mainstream classroom environment in smaller groups.

Teacher are trained and supported to offer a differentiated learning experience in each lesson. This is supported by the learning support department and the SENDCO. Where necessary, additional external expertise is used to advise and support staff to meet the more complex or demanding specific needs of students.

All curriculum related trips and activities are adapted to be accessible by all students in line with our approach to equality. Additional support staff are made available where necessary to support this.

Where aspects of the curriculum require a more specialist approach, such as sex and relationships education, specific targeted teaching is used for some groups of students involving the support of external experts to tailor the teaching to meet the need of those students.

Expertise and training of staff to support children and young people with SEND

In addition to the training and expertise of the Learning Support Department, teaching staff receive regular planned training from the SENCO and the Head of the Autism Resource Centre as part of the schools continuous professional development programme. More immediate training and development needs are met on an ad-hoc basis when students presenting a type of need join the school or when there changes to the needs of existing students.

The staff benefit from the expert advice and input of a range of external specialists including, the Behaviour Support Service, the Educational Psychology Service, physical impairment service, hearing and visual impairment specialists and other specialist trainers we may choose to buy in. The SENCO has completed the National Award for SEND Coordination and a Master’s Degree in SEND and Disability. (The acting SENDCO is currently undertaking the National Award). Teaching Assistants have a wide range of qualifications and experience to support their role including:

  • Seven qualified Higher Level Teaching Assistants
  • Sexual Health
  • Peer Listening
  • National Challenge Mentor
  • Behaviour Management
  • Disability Awareness
  • Forest Schools
  • Swimming Instructor
  • Mini Bus Driver
  • Living with Teenagers Facilitator
  • Reader /Scribe
  • Britsh sign language
  • Coaching course
  • Canoeing
  • Climbing
  • Work Experience
  • Epi-pen training
  • Travelers and Ethnic minorities
  • Social and Emotional aspects of learning
  • Wide Ranging Achievement Test or (WRAT Test)
  • Safeguarding, Child Protection
  • Self-harm Awareness
  • Restraining Training
  • Autism Training Level 1
  • Multi Element Plan level 1
  • CEOPs Ambassador
  • Medical Training

Evaluating the effectiveness of the provision made for children and young people with SEND

The effectiveness of provision is monitored as part of the whole school approach to monitoring the quality of learning and teaching and the on-going departmental review process. This starts with class teachers monitoring the effectiveness of their teaching through the marking of students work, and is overseen and supported by Heads of Faculty. The Senior Leadership Team and the SENDCO

Interventions beyond the classroom are overseen by the SENDCO and the Learning Support Department. Base line assessments of all students are taken using a variety of assessment tools and are used to track progress towards objectives and help to evaluate the effectiveness of interventions. The more holistic Boxall profile is used to monitor the effectiveness of interventions targets at social and emotional aspects of learning.

How does the school monitor student progress?

  • Monitoring
  • The student’s progress will be reviewed at the same intervals for the rest of the class and a decision made about whether the student is making satisfactory progress at this level of intervention.
  • Paired planning with teachers and TA’s
  • Advice from SENDCo and SEND team.
  • SEND staff training offered to all staff (teaching and support) at least three times a year and also engage in professional development for one lesson a week through the school year.
  • Intervention groups.
  • Department meetings held regularly by all subject areas.
  • Where a period of differentiated curriculum support has not resulted in the student making adequate progress OR where the nature or level of a student’s needs are such that intervention strategies outside the classroom is required.
  • Identifying SEND support student’s needs and providing additional intervention/support.
  • Where appropriate external agencies could be involved in supporting a student’s progress or needs and discussions will be held around effectiveness and appropriate use of funding.

How children and young people with SEND are enabled to engage in activities.......

available with children and young people in the school who do not have SEND

Students are given support in whatever area they need it. Risk assessments are completed for all trips and if needed a remodelled itinerary is developed to ensure inclusion of all students.

Support for improving emotional and social development

The students with identified social and emotional development needs have access to a range of support measure including Peer Mentors, School Nurse, the School Counsellor, they may be paired with a specific member of staff, and may be included in social skills or life skills groups.

The Citizenship curriculum provides education for all students on social and emotional aspects of learning and is supported by relevant school assemblies and the use of issue focused days to deepen students understanding and engagement in these issues.

How the school involves other bodies, including health and social care.....

bodies, local authority support services and voluntary sector organisations, in meeting children and young people's SEN and supporting their families.


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