Enrichment/SEND

At Waddesdon we support and value the abilities of all our students. It is our duty to provide equal opportunities for every person in our care and a safe and fully equipped learning environment which caters to the needs of every student as an individual. We are committed to inclusion within the school curriculum and participation in all aspects of school life.

 Waddesdon adopts a 'whole school approach' to special educational needs. All staff work to ensure inclusion of all students. The school is committed to ensuring that students with special educational needs can fulfil their potential and achieve optimal educational outcomes.

Roles and Responsibilities

The roles and responsibilities of school personnel with regard to special educational needs are given below.  They are in accordance with Code of Practice (2014) guidelines and school job descriptions.

SENDCo and Assistant SENDCo
  • Disseminating information and raising awareness of SEND issues throughout the school.
  • SENDCo is responsible to the Headteacher for the management of SEND provision and the day to-day operation of the SEN Policy.
  • Managing and developing the roles of Learning Support Assistants, through training and performance management.
  • Screening and identifying students.
  • Co-ordinating provision for students.
  • Supporting the teaching and learning of students with SEND.
  • Keeping accurate records of all students with SEND.
  • Drawing up, reviewing and monitoring Student Passports for those with SEND and others, as required.
  • Monitoring departmental delivery of the SEN Policy.
  • Being responsible and accountable for the whole-school SEND resources and sharing with the Headteacher and Business Manager responsibility for the allocation of funding devolved directly from the LA.
  • Liaising with parents and carers of students with SEND.
  • Liaising with, and advising, fellow teachers and support staff.
  • Liaising with schools, including feeder primaries and specialist settings.
  • Liaising with outside agencies.
  • Contributing to in-service training and external training (as appropriate).
  • Being involved in preparing the Enrichment report, which the Headteacher forwards to the Governors.
Subject Leaders

  • Ensuring appropriate curriculum provision and delivery as clearly stated in their schemes of work.
  • Ensuring appropriate teaching resources for students with SEND are purchased from department capitation.
  • Raising awareness of school responsibilities towards SEND issues through a representative (Student Achievement Manager).
Teaching Staff

All teachers are teachers of special needs
  • Devising strategies and identifying appropriate differentiated methods of access to the curriculum, in conjunction with the Enrichment Department.
  • Recognising that central to the work of every teacher is the cycle of planning, teaching, assessing and evaluating that takes account of the wide range of abilities, aptitudes and interests of the students in their classes.
  • Ensuring Student Passports are considered in lessons.
  • Monitoring progress of students with SEND against agreed targets and objectives.
  • Be fully aware of the school’s procedures for SEND.
  • Raising individual concerns to the SENDCo.
Learning Support Assistants

  • Support students with SEND and the wider school population.
  • Plan and deliver individualised programmes where appropriate.
  • Monitor progress against targets using Student Passports.
  • Assist with drawing up individual plans for students and supporting Passport development, as required.
  • Contribute to the review progress, either in person or with a written report.
  • Work with small groups in or out of the classroom, under the direction of the class teacher.
  • Support students on Educational Visits, as required.
  • Jointly plan with teachers, where appropriate.
Arrangements for Coordinating SEN provision

The SENDCo will hold details of all SEN Support, EHCP and Statemented students’ records as well as Student Passports for individuals.

All staff can access:
  • The Waddesdon SEN Policy.
  • A copy of the full SEN Register.
  • Guidance on identification in the Code of Practice (SEN Support and students with statements).
  • Information on individual students’ special educational needs, including action plans, targets set and copies of their Student Passport.
  • Practical advice, teaching strategies, and information about types of special educational needs and disabilities.
  • Information on the SIMS on individual students and their special needs and requirements.
This information is made accessible to all staff in order to aid the effective co-ordination of the school’s SEND provision. In this way, every staff member will have complete and up-to-date information about all students with special needs and their requirements which will enable them to provide for the individual needs of all students.

Teaching students with SEND is a whole school response.  Central to the work of every teacher and subject is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the students.  The majority of students at Waddesdon School learn and progress through these differentiated arrangements.

A Graduated Response is adopted for students identified as having SEND.  An appropriate level of support is provided to enable the student to achieve adequate progress.  Provision is identified and managed by the SENDCo but will be planned and delivered by teaching and support staff.

A Graduated Approach

Quality First Teaching
  1. Any students who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
  2. Once a student has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
  3. The student’s class teacher will take steps to provide differentiated learning opportunities that will aid the student’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
  4. The SENDCo will be consulted as needed for support and advice and may wish to observe the student in class.
  5. Through steps 2 and 4 above it can be determined which level of provision the student will need going forward.
  6. If a student has recently been removed from the SEND list they may also fall into this category as continued monitoring will be necessary.
  7. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
  8. The student is formally recorded by the school as being under observation due to concern by the parent or teacher but this does not place the student on the SEND register. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.
  9. Student progress meetings are used to monitor and assess the progress being made by the student. The frequency of these meetings is dependent on the individual student’s needs and progress being made.
SEN Support (SS)

The draft Code of Practice (Chapter 6, section 6.5, pp. 74-75) indicates that once a potential special educational need has been identified then an action cycle of assessment and intervention should be put in place with a focus on providing effective support. This makes use of Assess, Plan, Do, Review ‘actions’ – revisited, refined and revised on a cyclical basis by those working with a particular student. This would include the teacher(s), the SENDCo, Learning Support Assistants, other contributing professionals, parents and the student. The overall aim of the SEN Support action cycle should be to ensure an effective match between the needs of the student and the intervention put in place to support their learning.

Reading/Spelling Ages – Minimum Levels

Reading Spelling
Year 7 10.6 10
Year 8 11.6 11
Year 9 12.6 12


Where students fall below the minimum levels, except where there is very good cause, these students will attend reading recovery programmes (during assembly time) and will be supported in class and in Enrichment time as necessary.

All teachers are teachers of literacy and therefore should ensure that they keep up-to-date records of students’ reading and spelling ages.

Booklet Issue Dates
  • Issue date 1: September (for start of term)
  • Issue date 2: February (following Report 2 and Annual Reviews)
  • Issue date 3: June (Leadership Management Team only)
Enrichment Option in Key Stage 3 There is an option for students to be removed from French, to enable us to support them in literacy and numeracy. These students are selected by their Key Stage 2 assessed levels, teacher assessments and MIDYIS testing. Enrichment Option in Key Stage 4 The Enrichment option provides students with the opportunity to further improve their basic skills in Literacy and Numeracy. Individual organisation and responsibility are emphasised.  Students are expected to come to lessons well prepared, correctly equipped and ready to learn. Literacy and Numeracy lessons are taught in the Enrichment Suite pods by specialist Teachers and Higher Level Teaching Assistants.  These lessons involve students utilising smart boards and interactive software with a small class size (typically 5-6).  The lessons run alongside their core English and Mathematics syllabuses and help to support student understanding of common concepts. Students opt for this course after discussion with their parents, subject teachers, Head of Year and the SENDCo.
  • Assistant Headteacher SENDCo: James Sturla
  • Assistant SENDCo: Kirsty Connell
  • Enrichment Manager: Tricia Garey
  • Enrichment and Transition Officer: Nicki Logan
  • SEN Support Officer: Susan Brookhouse
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