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Special Educational Needs and Disability Policy (SEND)

All teachers are teachers of students with SEND (Code of Practice January 2015)


  • The Special Educational Needs (SEN) Code of Practice (2015) became effective from January 2015 and provides statutory guidance for everyone working with children and young people with special educational needs and disability to secure for them the outcomes from education, health and social care which will make the biggest difference to their lives.
  • A child or young person has SEN if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her, namely provision different from or additional to that normally available to students of the same age and these students will be added to the school’s SEN list for the duration of this provision. Disabled students with sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer do not necessarily have SEN, and the school will make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled students are not at a substantial disadvantage compared with their peers.  Students who are classed as EAL (English as an additional language) will not be regarded as having learning difficulties, unless it is known that they have learning difficulties in their first language.
  • Rossett School has adopted a whole school approach to Special Educational Needs (SEN). It is a priority that all students, irrespective of need, can access the full national curriculum. All students are the shared responsibility of all staff. As a result of this each faculty is responsible for providing strategies to allow students, regardless of ability, to achieve.
  • The quality of teaching for students with SEN, and the progress made by these students, is a core part of the school’s performance management arrangements for all teaching and support staff.
  • Within the framework the faculty of Access & Inclusion liaises closely with other faculties and pastoral staff to provide the necessary training and support.
  • The school’s SEND Co-ordinator (SENDCO) is Mrs Elaine Fazakerley.
  • The school’s SEND Governor is Mrs Catha McAlistair-Payne.


  • To ensure all students are equally valued and the school has high aspirations for all.
  • To ensure full entitlement and access for SEN students to high quality education within a broad and balanced curriculum.
  • To allow all students to fulfil their potential and enhance their self-esteem.
  • To educate students with SEN, wherever possible, alongside their peers within the normal curriculum of mainstream schools after giving due consideration to the wishes of parents and the necessity of meeting students’ individual needs.
  • To identify and assess students with SEN as early and as thoroughly as possible and to initiate appropriate interventions as necessary.
  • To fully involve parents and students and to support the individual student.
  • To meet the needs of all students who have SEN by offering continual and appropriate forms of educational provision.
  • To give appropriate training to staff to allow them to meet a wide range of needs.
  • To ensure SEN and top up funding is used efficiently and effectively.
  • To provide Governors with information allowing them to monitor and evaluate the effectiveness of the SEN provision.

We recognise that many students may have additional educational needs at some time during their school life. In implementing this policy we believe students will be helped to overcome their difficulties.

The Responsibilities of the Access & Inclusion faculty

  • The SENCO is responsible for:
    • the day-to-day operation of the SEN policy and coordination of specific provision made to support individual students with SEN;
    • liaising with parents of students with SEN;
    • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies;
    • being a key point of contact with external agencies, especially the local authority and its support services;
    • placing students on the SEN List and informing staff and parents.
    • organising the Annual Review for students with an EHCP (Education, Health and Care Plan), to which students, parents and outside agencies are encouraged to contribute;
    • ensuring that all relevant professionals are invited to attend and contribute to Transitional Reviews;
    • providing student Individual Provision Maps after consultation with appropriate staff and parents, ensuring that these are monitored as part of the support strategy;
    • advise faculties on the development of provision for all students including strategy and support plans to enable students with SEN to fulfil their potential;
    • provide alternative ways of presenting information to students where appropriate;
    • inform the Headteacher of any complaints regarding SEN provision
    • regularly review procedures as outlined in the Code of Practice and the objectives of the SEN policy.
  • Teaching Assistants will regularly discuss the progress of students with subject teachers to ensure that appropriate strategies are being employed. Where assessment of their needs indicates a change of provision, the SENCO will be informed.
  • The SEN List will be regularly up-dated as the assessment of SEN provisions is regarded as an ongoing process. Teaching staff will be informed in a weekly bulletin of any changes in need/ approach.

Identification, Assessment & Recording

Categories of Special Educational Needs and/or Disabilities

Students needs and requirements fall into four broad areas:

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health
  • Sensory and/or physical

Early Identification

  • The early identification and assessment of SEN students is a priority and is the responsibility of the SENCO.
  • Assessment will take place for all students on admission to determine literacy and numeracy levels. These will be used as an integral part of providing baseline data to help in tracking the progress of students.
  • The SENCO will attend the final Annual Review of students with an EHCP before transition to Rossett and, if possible, other students with significant need to ensure that suitable provision is made for entry at Rossett.
  • Students may have also been identified at primary school. The SENCO will liaise with relevant primary school Key Workers to ensure that all students on the SEN List have been identified and
  • Later identification from a variety of sources such as teachers, parents or the students themselves will lead to further investigation by the SENCO.

Assessment and Recording

  • The SENCO will scrutinise the results of assessment tests.
  • Students identified as having poor levels of literacy skills will be supported in small workshops in Year 7 & 8 and their progress will be regularly assessed.
  • Students identified as having poor numeracy skills will be supported in small groups as part of the Maths faculty intervention.
  • The importance of English in all curriculum areas requires that the attainment targets in reading, writing, spelling, handwriting speaking and listening be a main area of focus.
  • Students with identified needs may qualify for exam access arrangements in internal and external assessments.
  • Success criteria will be determined on an individual basis, dependent on the needs of the student.
  • Reporting is vital to the assessment process and will be used to compile student profiles and provision maps.

The dissemination of information

  • All information gathered on a student’s abilities will be made available to staff via Rossett School;s MIS (SIMs)which is regularly updated and disseminated.
  • An Individual Provision Map will be provided for all new students who have been identified as having a special or additional educational need.

Removing barriers to learning

  • The Access & Inclusion faculty will support all subject areas in removing barriers to learning by organising appropriate CPD training and inviting LA experts to address staff on specific conditions as appropriate.
  • The SENCO will distribute resources to all faculties relating to the types of problems faced by certain students.

Resources and Support

  • Higher Level Teaching Assistants (HLTAs) and Teaching Assistants (TAs) play an integral role in the faculty. The placement of HLTAs and TAs will be strategically planned to ensure that the greatest number of students benefit.
  • HLTAs and TAs have an active role in all aspects of teaching and learning.
  • Resources will be reviewed and developed on a regular basis.
  • Computer programmes and Apps will be used to develop literacy skills.

Liaison with external agencies

The faculty follows a multi-disciplinary approach to supporting students and the SENCO liaises closely with external agencies.

Admission arrangements

Rossett strives to be a fully inclusive school. We acknowledge the range of issues to be taken account of in the process of achieving their potential. All students are welcome, including those with special educational needs and/or disabilities.

Monitoring the provision

  • Effective monitoring and evaluation of the SEN provision is dependent on the maintenance of up-to-date records. The following criteria are used to monitor the provision:Parents
  • Parental contributions to the review process
  • Parental comments on the annual review form


  • Meeting targets regarding improvement in reading and spelling ages
  • Student achievement in external examinations
  • Number of SEN students who pursue courses at 16+
  • Number of SEN students gaining employment


  • SEN issues being discussed at Middle Management meetings
  • Continued school support for the provision of Teaching Assistants
  • The use of effective support strategies in the classroom 

The role of the Governing Body

Responsibilities include:

  • Ensuring that provision is of a high standard for SEN students.
  • Monitoring data with respect to vulnerable groups.
  • Involvement in developing, monitoring and reviewing the SEN policy.
  • Challenging SLT through informed questioning.
  • Ensuring there is appropriate CPD taking place for all staff with regard to SEN.

The SENCO will hold regular meetings with the SEN Governor and SEN issues will be discussed by the Governing Body.

In implementing this policy Rossett School is confident that all students should achieve their potential, become confident individuals living fulfilling lives and make a successful transition into employment, further or higher education or training.

Links to other policies:

  • Accessibility
  • Admissions
  • Behaviour Policy
  • Disability Equality Scheme
  • Exams



What is the Local Offer?

This is information for parents/carers/carers of children who may have additional educational needs to other students. Below outlines how we meet these additional needs at Rossett School.

How are Special Educational Needs defined?

The new 2015 SEN (Special Educational Needs) Code of Practice has replaced the School Action and School Action+ categories with one “additional needs” category.

How does this affect provision at Rossett School?

Students who have significant needs, will be placed on a Special Educational Needs list. Students with lesser need, but still requiring support will be placed on an Additional Needs list. This support can either be on a temporary or a permanent basis, dependent upon individual need.

A record will be kept interventions received and the outcomes of such. If the required progress is made, then the student will be removed from the list(s) but his/her progress will continue to be monitored.

A small percentage of students may be identified as requiring highly specialised support and they may require an Education Health and Care plan (EHCP).  This plan will form a coordinated support package between Education, Health and Social Services.

How is this achieved?

The Special Educational Needs Coordinator (SENCO) coordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies.

How is this support organised?

Our inclusive approach is based around the premise that any additional needs of students are, as much as possible, met in mainstream lessons with the other students.

A highly individualised approach is adopted by the teaching staff at Rossett. This means that the needs of students may be met in different ways. Teachers are trained to make suitable adjustments in both assessment of learning and delivery of lessons.

What does this look like in the lesson?

It is important when meeting individual need in the lesson that students with additional or special needs are not specifically highlighted as such to others. Teachers at Rossett are highly skilled in this area and students are accepting that some students will approach a task one way, whilst others may address a similar task in a different way. Such strategies may include:

  • Alternative ways of recording work (use of iPads for example)
  • Differentiated tasks (varying in degrees of challenge)
  • Support from a Teaching Assistant

In addition, The SENCO will provide the teachers with relevant and up to date information regarding individual students in the form of a document called an Individual Provision Map. This document includes information about the needs of the student and recommended strategies which will allow teachers to meet these needs in the lessons.

Any updates to this document will be sent out to teachers in a weekly SEN Bulletin.

For how long will these interventions last?

The simple answer is, for as long as is required. Often a student may just require a “boost” and once they are on track, the intervention will end. Some students will require support in some areas for their whole school career.

What services are available to school in the event that more specialist knowledge and input can be accessed?

Most needs can be catered for within school, however if external support is required there are a number of agencies we can work with. These include:

  • Enhanced Mainstream Service SpLD (Specific Learning Difficulties – based at Rossett)
  • Enhanced Mainstream Service : Communication and Interaction
  • Child and Adolescent Mental Health Service (CAMHS)
  • Educational Psychologist
  • Social Services
  • Medical Services

Will my child receive support in their exams?

There are a number of support arrangements available to students with high need in exams. These include:

  • Reader
  • Electronic Scribe
  • Extra time
  • Word Processor
  • Rest breaks
  • Prompter
  • Alternative location

If we feel a student requires special consideration in this area, specific evidence in the form of formalised tests must be gathered and application is made to the exam board.

How will I be informed about my child’s progress in school?

All students receive four reports recording their academic progress throughout the year. The SENDCO is available for consultation at parents’ evenings, which are held throughout the year for all year groups.


A number of intervention strategies are used at Rossett:

  • Literacy Workshops
  • Paired Reading
  • Numeracy Intervention
  • Social Skills Groups
  • Friendship Groups
  • Lego Therapy
  • Emotional Management
  • Handwriting
  • Homework Support
  • Inference Training
  • Units of Sound spelling intervention

Some of these interventions take place during the school day, some at break-times and after school to minimise disruption to learning.

How is information passed between Primary and Secondary School?

We have a carefully coordinated transition plan for the move between Key Stage 2 and Key Stage 3. We visit every primary school and meet both the students and their teachers. Each primary school is asked to supply both general and any SEN information before the student transfers to Rossett. The students will then visit Rossett in their final term at primary school for two full days. During this time we take great care to ensure that they have a positive experience. We also use this time to gather more information about each individual.

The special needs information is disseminated to teachers to allow them to make the necessary adjustments for each student upon arrival at the start of the year. This will ensure a positive and happy start for the new students. As we learn more about the students, this initial information will then be updated.

The Bridge

The Bridge is Rossett’s own inclusion area. It is an alternative learning area for students who, for whatever reason, are struggling in mainstream lessons. Some student may access the Bridge at regular times in the week over an extended period, whilst other students may follow a shorter more intensive programme. This provision is always seen as temporary, and students are returned to the mainstream lessons as quickly as possible.

The Bridge is staffed by Higher Level Teaching Assistants (HLTAs) They are multi-skilled and are able to deliver traditional lessons as well as specialist interventions in the following areas.

  • Visual Impairment.
  • EAL (English as an Additional Language).
  • Behaviour Management.
  • Social Skills groups
  • Anger Management interventions
  • Lego Therapy interventions
  • Prince’s Trust Vocational Qualifications


Rossett is an Enhanced school specialising in Specific Learning Difficulties and supports 87 Primary and Secondary schools in the wider Harrogate area.  Support is delivered primarily through the specialist outreach team but also through Rossett becoming a centre of excellence in how to provide for the needs of students with dyslexia, dyspraxia (or Developmental Coordination Disorder, DCD) and dyscalculia in a typical mainstream school context. The focus is firmly on whole class teaching and learning.

In cases where specialist input is required for students at Rossett School, the EMS team supports the Access and Inclusion department in a similar way to how it supports other schools. There is support through assessment and needs analysis, which then leads on to modelling, coaching and quality assuring of changes to provision.

What if I’m not happy about an SEND issue related to my child?

Parents/carers who require advice or wish to express some concerns should contact the school’s SENCO who will endeavour to resolve any difficulties. If the matter is remains unresolved parents/carers should request a meeting with the Headteacher.  If parents/carers are still concerned then contact can be made with the Chair of Governors.

The SEND information, advice and support  service (SENDIASS) provides free and impartial advice and support for parents/carers of students with SEND living in North Yorkshire.  The SENDIASS enquiry line (see below) is staffed Mondays from 12.30 to 2pm, Tuesdays and Thursdays from 9.30am to 1pm throughout the year, except over the Christmas holidays.

SENDIASS information and advice line:  01609 536923

SENDIASS coordinator for Harrogate, Ripon and Pateley Bridge:

Carol Watson – tel: 01609 534983 – email:

Important Contact Details

Ms E Fazakerley
Rossett School
Green Lane
Tel: 01423 564444 ext 255

Ms H Woodcock
Rossett School
Green Lane
Tel: 01423 564444

Mr J Hesketh
Chair of Governors
Rossett School
Green Lane
Tel: 01423 564444