How does the school know if students need extra help with learning?
What should I do if I think my child has special educational needs?
How will school support my child?
Trematon Area Resource Base – The Zone
What is the expectation around homework for students with SEN?
Who will explain provision to me?
How are the school governors involved and what are their responsibilities?
How will the curriculum be matched to my child’s needs? What are the school’s approaches to differentiation and how will that help my child?
How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress?
How does the school know how well my child is doing?
What support will there be for my child’s overall well being? What is the pastoral, medical and social support available in school?
How does the school manage the administration of medicines?
What support is there for behaviour, avoiding exclusion and increasing attendance?
How will my child be able to contribute their views?
What specialist services and expertise are available at, or accessed by,
How will my child be included in activities outside the classroom including school trips?
How accessible is the school environment?
How will the school prepare and support my child when joining the school and transferring to a new school?
How is the decision made about what type and how much support my child will receive?
How do we know if it has had an impact?
How does pupil premium get spent on students with SEND?
How is work experience arranged for students with SEND?
Who can I contact for further information?
Who should I contact if I am considering whether my child should join

How does the school know if students need extra help with learning? is a mainstream school.  We want all of our students to maximise their achievement within a caring and supportive environment. We work hard to ensure that:

  • Students with SEND are able to access their entitlement to a broad, balanced and relevant curriculum as part of the whole school community.
  • Students with SEND are educated, wherever possible, in an inclusive environment alongside their peers to enable each student to reach his or her full potential.
  • We match levels of additional support for learning to the wide variety of individual learning difficulties, but ensuring that at all times we take care to protect our students’ self-esteem.
  • We identify and assess students with SEND as early and as thoroughly as possible using the revised Code of Practice (2014). We have a graduated response process which begins at classroom level though a ‘Teacher Alert’ list and escalates through ‘Year Alert’, ‘Pre-record’ through to the ‘Record of Need’ if required.
  • Parents/carers and students are fully involved in the identification and assessment of SEND, and that we always aim for close co-operation between all agencies concerned. We have considerable success with this approach building strong and useful relationships with all stakeholders and our partner professionals.
  • We aim to meet the needs of all students with SEND by offering appropriate, and at times, flexible forms of educational provision by the most efficient use of all available resources.
  • We maintain up to date knowledge of current SEN good practice and methodology in order to offer support and training in these areas to all staff in the school.

There are four types of Special Educational Needs and Disabilities (SEND), decided by the department for education:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health. (At, we refer to this category as ‘Wellbeing’).
  4. Sensory or physical

If a student has SEND, then their needs will fit into one or more of these categories.

A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students.

At community school, we recognise that students make progress at different rates and not always in a steady linear pattern.  Therefore, students are identified as having SEND in a variety of ways, including the following non-exhaustive list:

  • Liaison with primary school/previous school
  • The student performing below expected levels in a range of subjects and highlighted through our progress tracker system
  • Concerns raised by parent/carer
  • Concerns raised by teacher either informally or through the ‘Teacher Alert’ lists.
  • Concerns raised by Heads of Year
  • Concerns/Observations by Teaching Assistants
  • Concerns/Observations by intervention group leaders
  • Observations during lesson observations
  • Observations on specially arranged learning walks carried out by SENCo (Mr Skelton) and Headteacher (Ms Littledyke)
  • Liaison with external agencies, e.g. school nurse, occupational therapists.

We also encourage our students to have their own input and we act rapidly if a child raises their own concerns. This can be extremely important in identifying early needs within the Wellbeing category.

If a student is identified as having SEND that is affecting their progress, then their name will be added to the SEN record of need, but any student listed at any point on our graduated response mechanism will have their progress and provision monitored by our SENCo, Jeremy Skelton.

At we recognise that students’ needs often change over time and the provision must reflect this.  The aim of any additional provision is for the student to make progress towards their age related expectations and target levels, so once they reach this threshold they may be removed from the SEN lists. It is very much an organic piece of work however and if they fall behind again or experience further difficulties and barriers to learning, then they will be added to the register once more.

What should I do if I think my child has special educational needs?

Your main point of contact at school will usually (but not always) be your child’s tutor.  You can start by contacting the tutor, who will be able to discuss your concerns.  If you need to speak with other staff members, such as Head of Year or the SENCO, then the tutor will be able to help you arrange this.

There is NEVER a problem if you wish to contact Head of Year or SENCo in the first instance and we will be more than happy to communicate via phone, email or face to face.

How will school support my child?

Subject teachers are responsible for the progress of students in their lessons.  They are trained to teach children with all types of additional learning requirements and are responsible for making the curriculum accessible to all students.

The SENCo is responsible for ensuring that:

  • Teachers understand a student’s needs
  • Teachers are trained in meeting those needs
  • Teachers have support in planning to meet a student’s needs if required
  • There is quality of teaching for students with SEND across the school
  • Teaching Assistants are deployed, managed and used effectively
  • That SEND provision across the school is efficiently managed
  • Progress and attainment for students with SEND is tracked and monitored
  • There is effective home/school communication for children with SEND
  • There is value for money in the provision that we offer

Sometimes, some students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age and/or their target levels.  Then, the SENCo is responsible for organising interventions for an individual or small group of students, which might include one of these provisions, for example:

  • Additional adult support in the classroom – We have a well trained and dedicated team of 22 Teaching Assistants (TAs) who support the teacher in helping the learning of whole classes or individuals. The SENCo will direct a limited amount of ‘hours’ of additional adult support in the classroom in cases where there is evidence that students are significantly below the expectations for their age or there is a demonstrable need for this precision support.
  • Intervention sessions – when students comes out of some lessons for pre-arranged sessions with qualified teachers, counsellors or TAs on, for example, handwriting, reading, numeracy, study skills, organisation skills, social skills, etc.
  • Disapplication – if long-term intervention is needed, a student can, occasionally, be disapplied from a subject on the national curriculum, in order to allow time for intensive support with learning. Disapplication from homework is also an option in rare circumstances
  • Catch-Up – a specially designed Transition Curriculum for students joining Y7 who are not yet secondary ready and who have literacy and numeracy skills below level 4. For this we currently follow ‘ReadWriteInc’ for literacy and ‘Rapid Maths’ for numeracy.
Trematon Area Resource Base – The Zone
In addition, the school has a resourced provision for children with more complex learning difficulties funded directly from the local authority (who have control over its admissions processes) but delivered and managed by staff. Led by a specialist Teacher of SEN, and managed by the SENCo, support and learning is tailored to meet the individual needs of each student, which may include specialised curricula, 121 support, specialist teaching and/or increased home/school contact. The students in ‘The Zone’ still attend some mainstream classes and are very much fully included members of our school community being part of a mainstream tutor group and being wholly involved with school life.
  • ‘The Zone’ comprises of a suite of rooms including three teaching rooms, a craft area and a kitchen area for life skills lessons. It was a purpose built facility which was specially designed to allow children who may struggle with the normal hustle and bustle of a mainstream school environment to have an area within which they could feel a little less anxious and could learn at their own pace if required.
  • Admission to the Trematon ARB (The Zone) resourced provision is determined by Cornwall County Council.
What is the expectation around homework for students with SEN?

Homework is set by teachers as an integral part of students’ learning and can contribute directly to how well a student makes progress.  Homework consolidates and builds on the learning in lessons, ensuring that students fully understand concepts and apply skills they have learnt.  The school hopes parents engage with their child’s homework, so that students can see the high value their parents place on working as part of a home-school partnership.  This provides essential support for teachers and means no opportunity is lost for supporting every student’s learning.

Additionally though the school runs a staffed and IT resourced ‘Homework Club’, funded via Pupil Premium, which operates in the school canteen between 3pm and 4pm daily where all students are welcome to enjoy a snack and an opportunity to extend their school based learning time.

Who will explain provision to me?
  • Information about the provision in individual subjects can be discussed with subject teachers or academic leaders.  There is an annual opportunity for this at the year specific parents’ evening, but teachers can meet with parents/carers at many points in the school year to discuss students’ progress.
  • In the case of individual or small group interventions, the Learning Co-ordinator or Senior LSA will write to parents/carers explaining the aims of the intervention.  Letters, phone-calls or emails will be used to keep parents/carers updated on their child’s progress and discuss support in more detail, if required.
  • The Teacher of the Deaf will also use letters, phone-calls, emails or meetings to keep parents/carers updated on their child’s progress and to discuss support in more detail, if required, in relation to hearing impaired students within the provision.
How are the school governors involved and what are their responsibilities?
  • The SENCo reports to the governors annually to inform them about the progress of students with SEND via botha Spring Review and a written report; this report does not refer to individual students and confidentiality is maintained at all times.
  • One of the governors is responsible for SEN and meets with the SENCo and Head-teacher. This ‘SEN link governor’ also reports to the governing committees, to keep all the governors informed.
How will the curriculum be matched to my child’s needs? What are the school’s approaches to differentiation and how will that help my child?

Subject teachers are responsible for planning lessons that are accessible to, and differentiated for, every student.  In some curriculum areas (english, maths and science and MFL) students are grouped by levels of attainment, whilst other curriculum areas are taught in mixed attainment or tutor groups.  Students are entitled to participate in all areas of the curriculum and it is the subject teacher’s role to differentiate resources and activities to ensure the student can access the learning.  The following is not an exhaustive list but it means teachers can plan:

  • Visual, auditory or kinaesthetic activities
  • Small group or 1-1 learning with a Teaching Assistant
  • Pre-teaching content or vocabulary
  • Over-learning topics
  • Setting of alternative activities for homework
  • Providing specially targeted texts and resources appropriate for students’ reading ages
  • Providing adapted texts (fonts, sizes etc) for students due to a specific need/diagnosis
  • Providing additional apparatus or materials
  • Adapting and adjusting resources and materials to make them accessible for students with specific learning difficulties
  • Utilising Room 35 for extra support for students in lessons
  • Provision of extra ‘technology’ and recording devices to assist students

At Key Stage 4 (year 10 onwards) students choose from a range of GCSE, BTEC and vocational courses, which help to prepare them for the next steps in their education, be that continuing at, college, apprenticeships or work.  Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions through our partners at Careers South West.

As previously mentioned there is a free whole school Homework Club available to all students, every day (Monday-Friday until 4pm) where students can seek help from members of staff. Parents/carers can speak to their child’s tutor or Mrs Griffin for more information about Homework Club.

For students with SEND, we can sometimes support them directly with a TA at homework club for short bursts. This allows them to receive more targeted help and staff can differentiate materials to support the student in accessing the curriculum.  This is not an open to all service as we have a set staffing budget however parents/carers can contact Jeremy Skelton for more information about this.

How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress?

Theoretically we offer an open door policy where parents/carers are welcome any time to make an appointment to meet with a subject teacher, tutor or any other teacher, and discuss how their child is progressing. Jeremy Skelton (SENCo) is also happy to meet and discuss your child’s specific progress if they have an SEND. However this can often be difficult due to the many commitments of our teachers but email is often a great way of making contact and getting information. Parents/carers can contact staff members directly by email or by writing a note in their child’s planner. Emails are all initial + surname + e.g.

You may also wish to contact your child’s ‘keyworker’ (who you will be informed of at the start of year 7 or when they join the school’s record of need) who can also

Planned arrangements for communicating between school and home include:

  • Every student has a school planner/handbook, which travels between home and school every day so that so that comments from parents/carers and teachers or tutors can be shared and responded to as needed
  • Every student has a ‘Progress Tracker’ which is sent home 4 times per year showing a student’s current level of attainment and giving an effort grade as a suggestion of their attitude and engagement with their learning.
  • Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning
  • Every student has a ‘Review Day’ appointment each year (usually towards the end of the third half-term, where the students themselves lead a discussion on their progress and targets with their tutor (or another of their significant teachers) and their parents/carers.
  • Each student receives a formal report at the end of the summer term programme, which includes current levels of attainment and comments from their tutor, Pastoral Leader and the Leadership Link for their year group
  • If your child is on the Record of Need a review meeting will be held after each progress tracker to review their last cycle, assess their current provision and plan the future provision. You will be invited to these meetings which are arranged and chaired by the SENCo or his assistant.
  • If your child has an Education, Health and Care Plan (EHCP) or Statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the SENCo and attended by parents/carers, teachers and outside agencies involved in the student’s education.
How does the school know how well my child is doing?

Teachers, as part of their professional standards, monitor and review all students’ progress throughout the year.  The whole school system at community school includes:

  • Data collection each quarter, from all teachers, showing the current level of attainment of all the students they teach.  This means that teachers and academic leaders in each subject area can track the progress of students across the school year and intervene if students experience difficulties.
  • In the case of intervention programmes, progress is reviewed every six sessions, which might include testing or screening.  These programmes are reviewed by the SENCo and two senior members of the SEN team (Mr Uden and Mr Hunt), who use the information to plan and design the next half term’s intervention programmes.
  • In-class additional support is reviewed weekly by the SENCo, Ms Debeuc and the HLTAs at their Monday morning briefing. Teachers and TAs work together on a day-to-day basis, planning and reviewing lessons.
  • Teachers are observed by senior leaders, SENCo and line managers as part of the school ‘Quality Assurance’ programme; the deployment of additional adults in the classroom and the progress of students with additional learning requirements are part of the Teacher Standards, against which the quality of teaching is measured.
  • Mrs Griffin (Deputy Head Teacher) is responsible for whole school data and tracks the school’s progress against national standards.  This provides guidance for academic leaders when planning the curriculum and additional support for students.
  • At the start of Y7 all students have their reading age tested using the ‘NGRT’. At this point if they do not show as a reading age of 9.06 this is tracked and tested until such a time as they are at age related expectation. This allows us to identify when students may need further support, intervention, or additional assessment to detect any underlying difficulties.
  • The school’s commendation and misdemeanour system (which is tracked and shown on the progress tracker) provides parents/carers with information about how well a student is engaging with the learning opportunities on offer, and provides pastoral and SEN staff with evidence for how well a student is learning at school.
What support will there be for my child’s overall well being? What is the pastoral, medical and social support available in school?

As already identified, operates a rewards system through ‘commendation’ stamps where students have an opportunity to win tangible rewards. Occasionally students’ behaviour falls short of the mark and then misdemeanour stamps are used – fortunately very infrequently! community school operates a year based tutor structure. In normal circumstances they will have the same tutor for their entire time at school allowing a real bond to develop between students and the adult. The fact that students are tutored in one class throughout their time at the school also encourages community cohesion and opportunities for peer mentoring and social skills development. This system also means that students are able to share their experiences and transitions with children of the same age. Tutors are the main point of contact for parents/carers about their child’s pastoral and social well-being.

We have a small team of Wellbeing TAs and all children with SEND have an allocated keyworker who regularly meets with the student and discusses their needs, concerns and successes with them as an individual.

We have a number of learning mentors and counsellors together with a fully qualified clinical psychologist (contracted to us through Psychology Associates) who can undertake more detailed unpacking and problem solving with children undergoing anxieties with a range of root causes. These interventions are arranged by the ‘Intervention Panel’ which consists of Ms Littledyke (Head teacher), Mrs Griffin (Deputy Head) Dr Alison Hodgetts, Mr Skelton and Mr Bond.

The areas of emotional difficulties that we can provide for are such as: specified social skills; friendships and relationships; anger management; loss and change; self-organisation etc.

Students who struggle with social situations are provided with a choice of quiet spaces to go during lunchtimes, break times and before school, where they are supported by TAs to manage unstructured social time.

If a student is unwell during the school day, then they will be sent to Student Services, which is run by Mrs Booth.  If the student is too ill to stay at school, their parent/carer will be contacted and asked to make arrangements for collecting them as soon as possible. Mrs Booth (in consultation with parents/carers and Pastoral Leaders) will decide if the student is well enough to stay at school or not.

In a medical emergency, Mrs Booth (a trained first aider) will attend urgently, or may call for an ambulance if the student requires hospitalisation.  We have staff who are trained on administering Epi-Pens for anaphylactic shock, and students who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.

How does the school manage the administration of medicines?

Medicines for students are managed by the Mrs Booth, from the Student Services room.  If a student requires medicine during the school day, the following procedures must be followed:

  • All medicines must be given in person to Mrs Booth by a parent/carer
  • The student’s name and date of birth are recorded alongside the date, time, name of medicine, and dosage
  • Depending on how the medicine needs to be stored, it will be kept in either a locked cupboard or a fridge in the Student Services Room
  • To take their medicine, the student must go the Student Services room, where the dose will be administered by Mrs Booth (or a designated deputy)
  • Each time the medicine is administered, the time, date and dosage is recorded.
What support is there for behaviour, avoiding exclusion and increasing attendance?

The school uses a commendation/misdemeanour behaviour management system stamp based system.

Stamps are monitored by tutors and are linked to rewards such as the annual cash prize draw or to attend the Leavers’ Ball.  This enables the pastoral team to identify students who are falling behind their peers, to investigate and to address the reasons for this.

There are consequences for poor behaviour, which are outlined in the school behaviour policy.  As well as losing rewards, students can receive sanctions such as detention, internal exclusion or fixed term exclusions.

However, if a student is falling significantly behind their peers, and their behaviour is affecting their learning or the learning of others, then additional support may be provided.

  • The Family Support Worker (Mr Armer) helps parents/carers manage their child’s attendance at school and can support with outside agencies coming into school.
  • The Attendance Manager (Mrs Moss) works with our Educational Welfare Officer (Mrs Powles) to monitor attendance; oversee legal action against parents/carers whose children do not attend school; and, to help liaise with outside agencies who can support families in difficult situations.
  • The Key Stage 4 Intervention Officer works with students when their learning is affected by their behaviour in years 10 and 11; providing emotional support, sign-posting to sources of guidance and advice, liaising with external agencies, overseeing behaviour plans and liaising with SENCo and the PSHE team to arrange workshops/lessons about emotional, social and mental health.
  • The Learning Mentors work with students whose behaviour is affecting the learning of other students (and their own), to help them develop skills for understanding and managing their emotional, social and mental health for supporting learning at school; by providing plans, helping with time management, assertively mentoring and arranging further interventions.
  • The Pastoral Offices are staffed by a non-teaching Assistant Head of Year who works to gather information about students and behavioural incidents that helps us understand the causes and factors involved.  Pastoral leaders, senior leaders and others then use the information to plan interventions and support, design workshops or lessons, and to decide on sanctions for rule-breaking.
How will my child be able to contribute their views?

Students’ views are highly valued at the school and their opinions are sought on many areas of school life, as well as their own learning.  We use a variety of methods for seeking student views:

  • The school has an active student council, where students are elected each year to represent their peers in their teams.  The student council is consulted on whole school plans, charity activities at school and is able to express student views to senior leaders throughout the school year.
  • Student panels sometimes form a part of the school’s interview process for new members of senior staff.
  • There is an bi-annual pupil/parent/teacher questionnaire (Kirkland Rowell) where we actively seek the viewpoints of students on a range of topics.  The results of this questionnaire are used by the Senior Leadership Team to develop the whole school improvement plan.
  • Within the SEN department we are looking to introduce a system where students leaving the school are offered the chance to complete an exit questionnaire, which asks for their views on their experience at school (and specifically with the SEN provision and support) and their suggestions for changes to improve or develop student experiences.
  • Students on the Record of Need are allocated a keyworker with whom they can share their views through both structured and unstructured conversations.
  • If a student takes part in an intervention programme, then they will contribute their views to the 6 weekly review of progress through a ‘feelings and views’ measure.
  • If your child has EHCP or Statement of SEND or is at ‘SEN Support’ level, their views will be sought before any review meetings.
What specialist services and expertise are available at, or accessed by,

The SENCo (Jeremy Skelton) is a fully qualified and accredited SENCO, and liaises with many specialist services and outside experts, to ensure provision for our students is appropriate and meets all needs. He is also our qualified ‘Designated Safeguarding Lead’ overseeing all elements of welfare and child protection. The school works closely with any external agencies that are relevant to individual students’ needs, including:

  • Health – GPs, school nurse (Sandra Heyward), clinical psychologists and psychiatrists (CAMHS), paediatricians, speech & language therapists & occupational therapists
  • Social services – locality teams, social workers, child protection teams, family intervention programmes
  • Cornwall Dyslexia Service (Jane Trapmore)
  • Cornwall Autism Team (Mathew Wilmott)
  • Cornwall Educational Psychology Service (Dr Hayley Jarrett)
  • Cornwall Hearing Impairment Team (Don Easter)
  • Cornwall Visual Impairment Team (Theresa Maunder)
  • Cornwall SEND Team (Jean Murray, Jenny Barclay, Julie La Masurier)
  • External SEN Consultants (Hilary Green)
  • PIXL Associate Head (Bex Clark)
  • School Improvement Partner (Bob Mitchell)

The Lead teacher of the ARB (Lucy gomer) is a qualified specialist.

SEND training is an on-going rolling programme of professional development for our staff, throughout the school year.

  • Four senior TAs have extensive experience and training in planning, delivering and assessing intervention programmes.
  • All staff are notified each year on the needs of new students joining the school – this can include training from specialist agencies or consultants, as well as from the SENCo or other staff with relevant expertise.
  • SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of the students through Assistant Head for training, Brendan Lee.
  • The school works closely with other local schools, especially our feeder primary schools, sharing training opportunities including INSET days and outside experts.  Opportunities to develop this aspect of local expertise are actively sought throughout the school year.
  • We are part of a Multi-academy trust in partnership with Landulph Primary School. We are also part of the Saltash area SENCo cluster and the East Cornwall SEN group.
How will my child be included in activities outside the classroom including school trips?

All students are entitled to be included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised.  This may include specialist advice where relevant.  In the unlikely event that it is considered unsafe for a student to take part in an activity, then we strive to provide alternative activities that will cover the same curriculum areas at an alternate venue (or within school) for that child.

Students within the local authority resourced provision are encouraged to participate in the full range of activities that the school offers to its mainstream students.

How accessible is the school environment?
  • The school site is positioned on a fairly level site, largely over two floors. We do however have a passenger lift and wheelchair ramps and lifts to ensure the vast majority of school rooms/areas are readily accessible.
  • The site has disabled toilets large enough to accommodate changing in the Trematon Zone and in other areas of the school. These facilities are due for refurbishment in 2016/17
  • There are two car parks on site – one to the front and one to the rear of the school. Both car parks have parking bays for disabled badge holders, marked clearly.
  • We liaise with the local authority specialist teams who assist us in supporting families with English as an additional language or with a Traveller background.
How will the school prepare and support my child when joining the school and transferring to a new school?

Our goal is to make sure our new students feel like they belong at before they officially arrive.  Learning is most effective when students feel they belong and are comfortable in the school environment.

Key Stage 2-3 (year 5/6 to year 7)

  • Through the Head of Year 6/7 (Grant Taylor) transition is carefully planned and arranged.  The SENDCo, ARB lead teacher, Advanced Skills Teachers and Lead TAs work closely with primary schools to organise activities, visits and experience of secondary life for those students who are especially vulnerable at transition.
  • All year 5 students from our partner primaries have an opportunity to take part in a bespoke ‘learning day’ in the summer term. Additionally both the Head teacher (Ms Littledyke) and the Head of Year 6/7, (Grant Taylor), attend year 5 presentation evenings in the first half of the year.
  • All students in year 6 who have accepted a place at for year 7 are invited to an induction day in June.  This provides a taste of secondary school life, involve experience of lessons, information about how the school runs and provide an opportunity for students to meet their new classmates and significant adults.  Some students are invited to further days at the school during the Summer Term, as determined by the students needs in consultation with their primary school teachers.
  • Parents/carers are invited to an ‘Induction Evening’ at the end of July, to learn about the activities their children have undertaken, to meet key members of the pastoral team and to receive information about the organisation of the school.
  • The SENDCo (or one of his team) visits feeder primary schools to meet students, gather information from year 6 teachers and support staff and to offer informal ‘question and answer’ sessions for parents/carers if required.  (Please do contact your child’s primary school to find out about the arrangements made with for the current academic year).
  • The Lead ARB teacher (Lucy Gomer) will visit individual students within their primary school, to obtain further information from teachers/support staff and to see students in more familiar surroundings.  There will be extensive liaison with the students’ current special provision providers.
  • teachers are provided with information about all new students’ needs, strengths and backgrounds during our staff inset days at the beginning of September.
  • operates a year tutor system where students stay in the same tutor group throughout their school career (under normal circumstances). They will usually have the same tutor from years 7 – 11 and have the same year head between years 8-11. This encourages community cohesion, and effective communication and a chance to build strong, long term relationships. When tutor groups are initially put together care is taken to ensure there is a healthy mix of current friends and new students for the vast majority of children. We are also careful to try and avoid mixes that have in the past been shown to be less ‘healthy’ and conducive to effective learning.
  • The first day of the new school year in September is for year 7 students only.  On this day, students learn about each other, school rules, their tutor, safeguarding arrangements, use of their planners, understanding their timetables and site orientation.
  • Every student’s school file is passed on to the Pastoral Leader, (or, in the case of students with SEND, the SENDCo) at the end of year 6/start of year 7.
  • Early in the autumn term parents/carers of new year 7 students are invited to meet with the child’s tutor, to introduce themselves, share information and establish contact with the school.
  • Year 7 students have 12 hours per fortnight of ‘Integrated Learning’ (IL), a bespoke curriculum designed to focus on various learning skills that we have termed the ‘SECRET’ skills. Please speak to Head of IL, Paul Horrell, for more information on this important part of our provision.
  • Each year, a small number of year 7 students arrive at who are not secondary ready in literacy or numeracy.  For these students, we have a specially designed transition curriculum that involves 3 hours per fortnight of catch up lessons we call RSG (Ready, Steady, Go). The title of this course reflects our view that after we’ve got the children ‘ready’ for secondary through intensive learning, we need them to have this knowledge cemented, ‘steady,’ at which point they are ready to ‘go’ for the rest of their career. It is also a much less judgemental term than ‘catch up’ for instance. (For more information, please contact the SENDCo).

Key Stage (KS) 3-4 (year 8 to year 11)

  • Extraction sessions focussing on literacy and based around the NESSY programme are used for students in KS3 whose literacy skills are still presenting a significant barrier to their learning.
  • Extraction sessions for numeracy based around Rapid Maths but concentrating on defining and cementing key mathematical skills to support students’ mainstream learning.
  • For Key Stage 4, students choose from a range of GCSE, BTEC and vocational courses, which help to prepare them for the next steps in their education, be that a continuation at through our 6th form provision, college, apprenticeships or work. Please speak to Andy Oldfield for details.
  •  Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions often through their Personal development (PD) lessons. Please speak to Emma Gue for more details.

Key Stage 5 (year 12 to year 13)

  • The school arranges visits to open days and further education fairs for all students.  Support with finding and applying for apprenticeships is also available.
  • Students are encouraged to consider attending university in the future and the school works with higher education establishments to provide experiences for students to inspire the ambition to pursue this route.
  • All students in year 12 and 13 are provided with careers advice through timetabled careers lessons to help them plan possible routes for training or education.

SEND specific

  • Students with a Statement of SEND or an EHCP who are moving on to further education are supported by Careers South West (CSW) the county’s Youth Support Services.  A CSW worker will attend annual reviews fin years 9 and 11 to help plan and organise support for the move to college or vocational training.
  • All information relating to a student’s exam concessions and required differentiation is passed on to college or training provider during the summer term of year 11, when college places have been confirmed.

Joining mid-year

  • Many students admitted to the school after the start of the academic year are screened on entry to identify any areas of need and to provide information to staff about the student’s learning. All mid year transfer students have their previous data scrutinised to assist with setting, groupings and targets.
  • A student ‘buddy’ is often chosen to support the new student for the first few days of being at The ‘buddy’ takes the new student to lessons, introduces them to other students, answers questions and generally helps them to feel less alone.
  • Contact is always made with the previous school to ensure the transfer of information and the child’s school file and any safeguarding/welfare concerns.

Moving to another school

  • Contact is always made with the new school to ensure the transfer of information and the child’s school file.

We ensure that all students with SEND have their needs met to the best of the school’s ability, within the funds available.

The budget is allocated on a needs basis. The students who have the most complex needs are given the most support.

The school has a specially resourced base for students with complex needs (The Trematon ARB), which is funded by the local authority and admits students on specific admission criteria set and managed by them.  For more information, contact the Lead Teacher (Lucy Gomer) or SENCo. (

How is the decision made about what type and how much support my child will receive?

Our provision is arranged to meet our students’ needs, within the resources available.  This approach reflects the fact that different students require different levels of support in order to achieve age expected attainment.

The SENDCo consults with subject teachers, academic leaders and pastoral leaders, as well as with support staff, to discuss the student’s needs and what support would be appropriate.

There are always on-going discussions with parents/carers for any student who requires additional support for their learning.


How do we know if it has had an impact?
  • We see evidence that the student is making progress academically against national/age expected levels and that the gap is narrowing – they are catching up to their peers or expected age levels – through constant data analysis.
  • The student is achieving or exceeding their expected levels of progress
  • Verbal feedback from the teacher, parent and student
  • Formal or informal observations of the student at school
  • Students may move off of the SEND register when they have ‘caught up’ or made sufficient progress.
How does pupil premium get spent on students with SEND?

The pupil premium report available on the school website, outlines where pupil premium money has been allocated and spent for all student groups.

How is work experience arranged for students with SEND?

All year 10 students arrange work experience through their PD lessons but many of our students with SEND are assisted further with their applications and preparation by their SEND keyworkers or Ian Hodson or Dave Uden in the LRC. All relevant information, to assist with ensuring that the provision is correct, is given to employers through direct liaison between them and a member of school staff. Site visits can be made by SEND staff if required and on rare occasions, a student can be accompanied on their placement or work experience by a support worker from the SEND team if required.

Who can I contact for further information?
  • A parent/carer’s first point of contact should be the child’s tutor to share concerns
  • Parents/carers can also arrange to meet the SENDCo (Jeremy Skelton; or Assistant SENDCo (Alex Hunt; or 01752 843715

Additionally, the school liaises with and can refer parents/carers to the following agencies for information and support:

  • Parent Partnership, offering independent, free advice for parents of children with SEND
  • IPSEA (Independent Parental Special Education Advice):
  • The National Autistic Society
  • The Dyslexia Association
  • Speech and Language Therapy service
  • School nurse team
  • Young Carers Association
  • Police Community Support Officers
  • Jeremiah’s Journey, a Cornish charity supporting families that have been bereaved
  • NDCS, National Deaf Children’s Society:
  • CAMHS, Child and Adolescent Mental Health Service
  • Careers South West
  • Paediatricians
  • Occupational Therapists
  • Physiotherapists
  • Local Authority SEN Team
  • Family Information Service
Who should I contact if I am considering whether my child should join

Contact the school to arrange to meet a member of the SEND team, or 01752 843715

All admissions however are managed by the local authority in Truro.


This Report will be reviewed during the Autumn Term 2017.


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