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SEND

Learner Support and SEND at Great Sankey High School

We believe strongly that each child is an individual and that many children do have particular needs that have to be addressed if they are to have a happy and successful school experience. Our vision for children with special educational needs and disabilities is the same as for all children and young people – that they are valued in our learning community, achieve and experience a well-rounded and balanced curriculum allowing all pupils the opportunity to thrive in their education at Great Sankey.
This new Special Educational Needs and Disability Code of Practice will play a vital role in underpinning our major reform programme. For children and young people this means that their experiences will be of a system which is less confrontational and more efficient, looking at outcomes and working closely with families and the individual pupil. Their special educational needs and disabilities will be picked up at the earliest point with support routinely put in place quickly, and their parents will know what services they can reasonably expect to be provided. Children and young people and their parents or carers will be fully involved in decisions about their support and what they want to achieve. Importantly, the aspirations for children and young people will be raised through an increased focus on life outcomes, including employment and greater independence.
Councils and their local health partners have been working together to prepare for the new arrangements, to jointly plan and commission services for children and young people who have special educational needs or are disabled. Those with more complex needs will have an integrated assessment and where appropriate a single Education, Health and Care plan for their support.
We’ve also made sure that we’ve listened to a wide range of individuals and groups to get it right. The result is a Code which will help 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.
The Learner Support Department:

• Support identified students in class, ensuring all potential barriers are removed liaising successfully with all staff.

• Supports students with severe hearing and sight loss working with identified external agencies

• Welcomes students from abroad and organises appropriate inventions and resources for staff.

• Implements handwriting, reading and spelling support programmes for students with identified difficulties

• Supports students experiencing social, emotional and behavioural difficulties working with key staff within school.

We are also able to call upon many external services, Educational Psychology, Speech and Language therapy and Sensory Impairment Service, to help us support children’s educational development.

The early identification of students’ individual needs is of paramount importance to the successful implementation of support. To ensure that students’ needs are recognised and addressed at an early stage by the school:

• organises visits to many Year 6 students by members of our staff to meet the students and their class teachers individually
• develops contact with parents at the New Entrants’ Evening in the Summer term and again at various events throughout the Autumn term

Learner Support Department 2016-2017

SENDCO – Nicola Treanor

Teaching Assistants– Learner Support
Paula French (HLTA)
Jackie Rauer (HLTA)

Cathryn Boyd
Liz Dyson Jones
Leonie Gallagher
Marcus Griffiths
Janice Harper
Emma Jones
Sharon Mather
Maureen Moss
Leticia Orford
Donna Pitt
Andrew Prescott
Allison Reid
Wendy Rowbotham
Alison Smith
Martin Smith
Sam Stanley
Sarah Winstanley
Joanna Walton

Temporary TA staff – Erin Doyle and Kieron Tennant

SEND Information Report

The information report is written for parents/carers who have children at Great Sankey High School and Barrow Hall College, or who may be considering their children attending the school or college. It explains how we identify and support children with special educational needs and disabilities.
What is the Local Offer?
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.
What will it do?
The Local Offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings.
Feedback and views from our parents and pupils
Our daughter (who is a permanent wheelchair user) transitioned from Primary school to GSHS in September 2016. She was very excited and not phased at all, however i was a different story. My anxieties were very high! We had spent 7 years perfecting our daughters care at Primary school-would we have to start all over again?
My anxieties were soon put to rest. The transition period started early in year 6 with the SENCO from GSHS being invited to our review meeting. Lots of discussion took place here that ironed out many of my worries and our daughter could have as many visits as were necessary for her to settle comfortably in September.
Our daughter has fabulous support through her TA’s and i have outstanding home/school communication with the SENCO. Nothing is too much trouble for the staff. Within weeks our daughter had settled and learning to her full potential.
We definitely made the right decision about a high school for our daughter and we couldn’t of asked for a smoother transition.
GSHS Year 7 Parent

‘The learning support department have supported my children for the last three years academically, socially and emotionally. Not only have they worked with my children, they have supported us as a family through the rough and the smooth. We have a strong parent /school liaison which is imperative to allow the best outcomes for the child. I have always felt listened to and that they understand the needs of my children and how it can impact on family life beyond school too. Any time I communicate with them they are always quick to respond and help accordingly above and beyond. Most importantly, I trust them implicitly and know that any decisions they make are in the children’s best interest.’
GSHS Yr 9 parent.

During my time at Great Sankey High School and Barrow Hall College I have had an astounding level of help and support from everyone in the Learning Support department. Everyone is so friendly and approachable and I am never afraid to ask for help when I require it- boosting my independence and confidence as well.They have supported me through all transition periods during my school life. My parents and I had numerous visits during the primary transition phase as I felt incredibly apprehensive. My worries were soon subdued. The department have always been efficient in ensuring that I have the correct specialist seating equipment needed for all of my school/college life. Never simply settling for the first option or the cheapest option but meticulously searching to ensure that I have the seating that is the most comfortable and most suitable for my particular needs.
Year 12 pupil.


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