We are far more comfortable with the term Additional Needs at Stockport Campus. We understand that we have students with a wide range of needs but our starting point is ensuring quality teaching and learning for everyone.

How do we assess students with additional needs?

There are four simple and very transparent ways in which a student is registered in the school as having Additional Needs

  • A formal statement as defined under the ECH plan. This is agreed in partnership with the LA
  • Data collection outcomes (details below); this is the most critical method of assessing student needs as it is determined solely by academic progress
  • Referral from staff; this can be from teachers, the leadership team, the Headteacher but it is always monitored and moderated by the SENDCo. There will always be the same consistent understanding of what criteria places a child on this register.
  • Referral by parents and or trustees; just as the teaching staff referral, this must be endorsed and ratified by the SENDCo before agreement to be placed on the register.

All decisions will be overseen by the Headteacher and the ultimate responsibility for who, when and what support is promoted on the register lies with the Headteacher (guided by the professional skills of the SENDCo)

A student is a cause for concern based on their current performance only. We do not allow students to become labelled and carry this with them for years.

We assess students in all subjects each half term. Every student must be making expected  progress (denoted by turning green in SIMS and based on KS2 scores). If they are not making this expected progress, they will appear red in SIMS as a trigger for action. More able students will be able to make above expected levels of progress and this is signified in SIMS as dark green.

We monitor these each half term and have action plans for improvement for any child not matching their expected outcomes.

Should this situation continue for three data collections then this will move the student onto the Additional Needs co-ordinators radar and a comprehensive set of interventions and support will be put into place. Once an ‘all clear’ data collection shows the student is no longer a concern we then have a transition stage of close monitoring to ensure this is sustained before removal from cause of concern.

If you would like more information about our approach to AGT click here

We believe this is the most effective and child centred approach to Additional Needs. It does not label, it does not consign a student to permanent place within the school structure.

Current Focus SEND Documents

Learning Support (SEND) Policy Appendix 1 Focus LS School Offer 2016-17

Local Offer

Accessibilty Plan

Learning Support guidelines

Learning Support – provision mapping