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Special Educational Needs & Disability (SEND)

We offer a range of interventions and personalised learning strategies to ensure every individual pupil’s needs are taken into consideration and appropriate support is provided.

We want all our pupils to have a love for learning but we realise that some pupils need this aspect of their school lives nurturing. We want all our pupils to reach their full potential but we know for some pupils practical help will be needed. We also want our pupils to recognise their individual talents and abilities and achieve their goals.

The Inclusion Team comprises of a wide range of specialists who work together with parents and carers to help pupils achieve their best and feel included in all the opportunities on offer at South Hunsley.

The primary focus of the Inclusion Team therefore, is to constantly review how we support our pupils and ask the most important question: what does this pupil or group of students need and how can we meet those needs?

The efforts of our Inclusion Team have been recognised by Ofsted who praised the ‘high quality additional support and care’ provided to those students who might need some practical help or extra guidance to make sure they have every opportunity to grow and flourish as individuals.

The SEND Team
Our team works across the school in conjunction with other departments to deliver a range of support and interventions that include:
• Social skills programmes
• ELSA support
• The IDL Literacy programme
• Supported reading programmes
• Personal care programmes

SEND Policy and Vision
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Send Transition
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Accessibility Plan
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We also liaise closely with a range of external agencies, such as the Sensory and Physical Teaching Service, to ensure individual needs are appropriately met.

Pupils can also benefit from the support of the wider team, consisting of:

  • Teaching Assistants
  • Emotional Literacy Support Assistants
  • Pastoral Support Assistants
  • Education Welfare Officer
  • Pastoral Support (Head of Year and Assistant Head of Year)
  • Careers Advice and Guidance Officer

East Riding Local Offer
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EHCP Useful Information
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On-site facilities for pupils with a sensory or physical disability include specialist shower and toilets, sound proofing, height adjustable tables, ramps and non-slip surfacing. All subjects can also be accommodated on the ground floor to support wheelchair users.

All applications for admission to South Hunsley from pupils with special educational needs are carefully assessed to ensure we have the necessary facilities and support in place to be able to provide a high quality programme.

SEND Contact Details

SENDco – Miss Katherine Jones

SEND Manager – Mrs Carol Leslie

SEND Support – Mrs Nicola Cheetham



Who can I speak to about my child's SEN needs?

SEND Co – Katherine Jones (katherine.jones@southhunsley.org.uk)
SEND Support – Nicola Cheetham (nicola.cheetham@southhunsley.org.uk)

Who are the wider support team at the school?

25 Teaching Assistants
2 Emotional Literacy Support Assistants
2 Pastoral Support Assistants
Education Welfare Officer
5 Heads of Year, 5 Assistant Heads of Year
Careers Advice and Guidance Officer

How does the school determine which pupils need additional support?

Routine transition data collection and liaising with Primary schools
In year transfers – information requests from previous school, parents and agencies if involved
Baseline data, SAT data, diagnostic reports and additional testing
Referral by a member of staff or parent

How does the SEN register work?

1. Pupils is identified as having a need
2. Pupil is in receipt of support additional to and different from that provided by QFT
3. Pupil is placed on the SEN register
4. Progress of the pupil is reviewed after intervention
5. Pupil is identified as requiring continued intervention or having made progress and no longer in need of intervention
6. Pupil no longer in receipt of additional to & different from is removed from the register (AN)

What support can you offer my child?
Internal Support

Quality First Teaching (QFT)
Student Support Plans
In class support
Guided reading
IT resources
Support at social times
Social skills/Friendship Groups
Personal care
Exam Concessions
Educationl Welfare Officer support
Behaviour mentoring
Key workers
External Support

Education Inclusions Service (EP/IP)
Speech and Language Therapy (SaLT)
Sensory and Physical Teaching Service (SaPTS)
Social Services
Physiotherapy/Occupational Therapy
Education Welfare Service
Label of Love
How do you test for the baseline data?

On entry pupils complete Cognitive Ability Tests (CATs) which have four standardised scores:
  1. Verbal (ability with language)
  2. Quantitative (ability with number)
  3. Non-Verbal (underlying ability)
  4. Spatial (ability to recognise patterns & manipulate shapes in space)

Reading and Spelling is also tested on entry and gives standardised scores.
The average range for all of these scores is 85 – 115.
This data is used when planning and seating students to ensure they are able to effectively access the curriculum content in lessons.
Some pupils could have some low data scores, but this does not necessarily mean they have a Special Educational Need.

How are teachers kept up to date with SEN?

All training is evidence informed and includes:
•Whole Staff training
•Training days
•TA training
•Teacher Development Meetings
•Subject Leader Meetings
•Senior Leadership Meetings
•SEND briefings (every three weeks)

What are the future plans for the school's SEN focus?

Ongoing coffee sessions including professionals and increasing parent/carer voice
Ongoing training for all staff and QA process embedded within school
Sharing of internal processes and information with parents/carers through the school website
Updated referral form for use within school for staff to raise concerns