SEN & Disability


Special Educational Needs & Disabilities Policy v4.0 October 2016 (PDF)

Frequently Asked Questions

1. What should I do if I think my child has special educational needs?
Contact the Deputy Headteacher (Pastoral) by letter or email.
2. How will the school respond to my concern?
Your concern will be acknowledged with a telephone call and either a) a plan of action will be discussed or b) a meeting will be arranged.
3. How will the school decide if my child needs extra support?
a) The school will instigate a mid-term teacher report, asking specific questions about the student’s learning.
b) If this report identifies that there is a problem, we will contact you to discuss the outcome. Sometimes we will ask your permission to test your daughter for specific difficulties. These tests will be carried out by the SENCO (Special Educational Needs Coordinator) or a member of the STAPS (Specialist Teaching & Applied Psychology Service) team. A report will be produced giving recommendations to support the student's learning and these will be managed by the school in conjunction with parents.
4. What will the school do to support my child?
A meeting will be held between the Deputy Headteacher, the SENCO, parents and the student, to plan a support programme. This programme will be distributed to her teachers, and will be reviewed regularly by the teachers.
5. Who will support my child in school?
Form tutors; subject teachers; SENCO; school counsellor; Sixth Form subject mentors.
6. What training and experience do staff have for the additional support my child
STAPS Helen Lane - Peripatetic Specialist Teacher B Ed Hons Dip SPLD/Dyslexia, AMBDA Accredited, PATOSS Cert. OF6101
SENCO Shevaun Kern B Sc Hons, Dip. SPLD/Dyslexia
7. Who else might be involved in supporting my child?
  • SESS (Special Education Support Service)
  • Educational Psychologist
  • Specialist Teaching Service – Pilgrim School
  • National Health Service
  • Sensory Impairment Services
8. What support will be there for my child's emotional and social well-being?
The school's pastoral system consists of:
  • Deputy Headteacher
  • Heads of Year (Year 7 to 13)
  • School Counsellor
  • Pastoral Support Assistants (4)
  • Form Tutor

Students are encouraged to talk to any adult if they have a problem. All staff have a First Aid at Work qualification. Some staff are fully trained first aiders. We consider that students who need to take medicines at school are capable of taking their own. However, we do ask that they bring them to the Pastoral office during the day, so that they can be kept refrigerated (if necessary) until needed.

Pastoral Support Staff will discuss arrangements with parents and the student for special medical conditions (diabetes, etc.) in order that these students feel safe to use their medication. Students are encouraged to join the varied range of lunchtime clubs and activities available to them, and are given many opportunities to socialise.

The school has a very positive ethos and we do expect students to behave well. Any negative behaviour is dealt with initially by the teacher concerned. However, there are occasions when students fall out, and further adult intervention may be necessary.

In PHSE and other lessons, the discussion of a wide range of issues, including bullying, allows students to discuss relationships.

9. How will my child be involved in the process and be able to contribute their views?
Students are expected to attend all meetings involving them, including consultation evenings, unless they specifically do not want to attend.
10. How will the curriculum be matched to my child's needs?
We use many different strategies to help student's learning in the classroom. We are a grammar school catering for the top 25% of the ability range. Individual targets are set at the beginning of each year in all subjects. Extension work is available. Routine strategies are followed e.g. seating for learning and the use of ICT. PowerPoint hand outs are issued to students with specific learning needs when necessary. Rooming arrangements may be adapted to accommodate special needs/disabilities. Access arrangements for exams will be put in place for students who require them.
11. What opportunities will there be for me to discuss my child's attainment and achievement? How will I know how well my child is progressing?
You will:
  • Be invited to a consultation evening (one per year).
  • Receive a progress report at Christmas, Easter and July
  • Receive a full written report once a year.
  • Be able to use a Home/school planner for communication between teacher and parent.
  • Be able to contact the Tutor or Head of Year.
12. How does the school know how well my child is doing?
Students will sit a cognitive ability test on arrival at school, and we will use these age-related standardised results to set end-of-year targets. Progress tracking levels or grades will be awarded by her teachers three times per year and your daughter's attainment will be tracked.
13. How will my child be included in activities outside the classroom including school trips?
The school has an excellent House system and all students are encouraged to participate in lunchtime clubs and after-school activities. These are not compulsory, although the form tutor may set "joining a club" as a target for some students. The school runs many year group trips, and all students participate in these. Exchange visits to other countries, cultural visits and sports trips are all part of the school's provision and all students who wish to participate may do so.

Reward trips for year groups are organised and Key Stage School Councils are asked for ideas about what students would like to do.

We also provide a wide programme of activities including:

  • Charity support
  • Work Experience
  • Volunteering, e.g. primary school visits
  • External competitions
  • Duke of Edinburgh Award Scheme
14. How accessible is the school environment? How accessible is the curriculum?
We have disabled access to most areas of the school. A hygiene suite has been installed and specialist equipment (such as laptops) is available when needed. An interpreter is available (with notice) if needed for parent interviews.
15. How will the school prepare and support my child to join the school?
Once a student has been offered a place at this school we will:
  • Visit her in her primary school.
  • Invite her to take part in New Intake Day, when she will meet her new form tutor.
  • Each academic year students who are new to a Key Stage will attend Induction Day in September.
  • New Year 7 students will be allocated Year 8 Buddies from the same House.
16. How will the school prepare and support my child to transfer to a new setting/school/college?
Students will follow a Personal Development course in Y10 & Y11 where they will research future careers and qualification options. They will be given opportunities to discuss their plans with school staff and the Independent Careers Advisor.
17. How can I be involved in supporting my child?
We have an excellent Parent, Teacher and Friends Association, and parents are always invited to attend the meetings and help with events.

Parents should communicate with the school, usually via the student planner.

Parents can help support their daughter by allocating her a space at home to do her homework and by monitoring the amount of time she spends using social networking sites. Parents can also help support their daughter by removing her electronic devices at bedtime to ensure that she gets an undisturbed night’s sleep.

18. How can I access support for myself and my family?
Please see the information on the Lincolnshire County Council website at
19. Who can I contact for further information?
Send an e-mail to and please mark correspondence For the attention of the SENCO. Emails are only monitored during school hours, Monday – Friday 8.30am-4pm (term time only).
20. What should I do if my child is disabled and I would like her to go to your school?
Telephone the school to arrange a tour of the school and meet our SENCO.