Special Educational Needs


The school puts in place the following definition:-

A child or young person has SEN if they have:

  • a learning difficulty or disability which calls for special educational provision to be made for them.
  • a significantly greater difficulty in learning than the majority of others of the same age
  • a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

The school will assess each student’s current skills and levels of attainment on entry, building on information from previous settings and key stages. In Year 7 students are screened on entry using CATs scores and a reading assessment. The school sets up transition visits for Year 6 students and is in contact with partner primary schools. All students in the school undertake six assessments per year, three of which used to track, monitor and evaluate progress.  If students make less than expected progress given their age and individual circumstances such as:

  • Progress which is significantly slower than that of their peers starting from the same baseline
  • Achievement fails to match or better a child’s previous rate of progress
  • Achievement fails to close the attainment gap between the child and their peers

The school’s first response to such progress will be first quality teaching targeted at their areas of weakness.
This can include progress in areas other than attainment – for instance a student needing to make additional progress with wider development of social needs in order to make a successful transition to adult life. Persistent disruptive or withdrawn behaviours do not necessarily mean that a student has SEN. Where persistent disruptive behaviour is evidenced, an assessment will be undertaken to identify the causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues.
Our overall approach to the identification of SEN is built into the regular monitoring of student progress which includes liaison with parents and the student concerned with their views being taken into account. If SEN is identified the results of any assessments would be shared and next steps such as a support and achievement plan would be put into place as appropriate.
There are high expectations of students with Special Educational Needs at Park House school. More information can be found on our local offer which serves as our SEN information report at the following link:
Our SEN Policy Document can be downloaded here >>>

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