Sacred Heart Secondary Catholic Voluntary School
SEND Information Report.
Identification of needs
- We gather information during the visits of Primary staff with their Y6 pupils to
Sacred Heart Secondary.
- We gather information directly from the parents/ carers during the parent
consultation evenings. There are further meetings between parents/ carers and the
Academy SENDCO or other appropriate members of staff when necessary.
- We transfer data from primary school to secondary school as the student moves.
- When invited, there are Review Meetings for students with Education, Health Care
Plans (EHC). This helps the SENDCO gather information in preparation for transition.
1b. How do we involve parents in planning for those needs?
- There is an initial meeting during the Year 6 parent/carer information evening which
takes place late in the summer term for Year 6 students and their parents.
- For students with an EHC plan, we meet with parents/ carers at annual reviews and
at other points in the year if necessary.
- Form tutors of SEND students invite parents/ carers to the Year 7 Settling in Evening
to discuss any concerns and or achievements.
- In Year 8, parents/ carers of students with a SEND need are invited to attend a
careers interview with students and the Academy Careers Advisor.
- Students with an EHC plan may require a Teaching Assistant (TA) who will have daily
contact with their targeted student and will keep in contact with the parent with
regular phone calls home. This can lead to further contact with the SENDCO if
- Parents of students with a SEND need are asked to contribute to the SEND profile
which outlines to staff how best to support each child. This is a document which is
continually updated throughout the year to respond to the changing individual
needs of the child.
1c. Specialist Academy Provision
- All students with a SEND need have a SEND profile which outlines the individual
needs of the child and how their needs will be supported in lessons and during the
Academy day. This is shared with all staff. Parents and students contribute to this
- The SEN Support Base exists to offer a homework club each lunchtime for students
with additional needs.
- An additional Pathway opportunity for SEN students to access the support base is
built into the Y8 Pathways process. From Y9 when the students begin their GCSE
courses, timetabled study skills sessions offer support with revision, homework and
opportunities to revisit and reinforce learning from other subject areas in a nurturing
- The ‘Shuttle’ provides individual support for students experiencing social and
emotional difficulties. We employ a full time Emotional Health Practitioner to
support the social and emotional health of our students and also 4 part time
counsellors to offer counselling support as and when needed.
Who in the Academy will support my son/daughter and how will this be
- The SENDCO will coordinate the upkeep and day to day running of the SEND
- All staff have a responsibility for the teaching, monitoring and evaluation of
progress of all students in their care. This is the first principle of the New Code of
- Students with EHC plans will also be monitored by the SENDCO, SEN team and the
SLT link for SEND students.
- All students on the SEN register, in line with the SEN Code of Practice 2014, will have
termly conversations between the Academy, the parents/ carers and the student to
monitor progress and evaluate any interventions. There will be an agreed dedicated
person to conduct these conversations.
- A team of SEND support staff, known as Teaching Assistants (TAs), are deployed in
different roles. Central to this is the breaking down of barriers to learning and
support for SEN students in order that they make reach their potential.
- The Academy Emotional Health Practitioner will monitor (frequency depends on
need) and support all students accessing this intervention.
2b. How are decisions made about the type and amount of provision a young
person will need?
- Decisions are based on quality evidence the Academy has collected, both data
evidence and evidence gathered from talking to everyone involved in teaching that
- Decisions will also be based on the advice from any other professionals who have
been working with or assessing a student.
- The amount of provision is decided in line with the needs of the student. This could
be a short term programme of work, such as a half term of input on a specific area of
need, or longer term in-class support.
- Any intervention will be monitored throughout to ascertain its effectiveness and the
progress of the student.
- Review points will be determined according to need. They will be overseen and
directed by the relevant person responsible for monitoring and supporting the
student as mentioned in part 2a.
Who will oversee and plan the education programme – Subject Leaders and classroom
Who will be working with my child and how often – It would be the Form Teacher,
Student achievement leader (SAL), Classroom teacher, Subject Leader and SEND team/
Emotional health practitioner depending on need.
How does the Academy know their arrangements are effective? – If the student is happy
and secure and is reaching their potential (tracking reports and progress checks).
Who will make the decisions and on what basis? – It is a combination of Subject
Teachers, SAL, SLT and SENDCO.
How does the Academy judge whether the support has had a n effective impact?-
Regular reviews of interventions and TA support and Parent and student voice.
- As an Academy we have autonomy over the curriculum. However in the main part,
we follow the Government guideline regarding curriculum allocation.
- All Students have an entitlement to study a broad, balanced and full curriculum.
Academy discretion can be used, especially in Key stage 4 where Pathways (formally
known as Options) are made to tailor the curriculum to a student needs. However
we do consider the impact of students not taking the subjects promoted by
- The Academy fully consults with parents/ carers at the time of making Key stage 4
choices and offers a range of subjects to meet student needs so far as is reasonable –
this varies depending on cohort, staffing and changes to the curriculum.
- Quality first teaching (QFT) is the responsibility of all teachers and learning should be
differentiated according to needs of students and informed by data and information
on each student. QFT should include subject teachers planning for and delivering
learning using different styles of teaching and meet individual student needs through
a range of strategies.
- At KS4 students are only setted for Maths and English and are taught mixed ability
for the rest of their subjects.
- At KS3 all subjects are taught mixed ability apart from Maths and this leads to
differentiation to the levels students are working at, ensuring that targets are
challenging but attainable.
- Sacred Heart Secondary opened on its current site in November 2006 and is fully
wheelchair accessible. It is a modern facility which incorporates good quality access
to all areas of the Academy for staff and students with disabilities. This is under
- Disabled toilets are available on both floors. There are two disabled changing and
shower rooms near to the sports hall.
- There is a ‘Loop Induction System’ for hearing impaired persons available in some
parts of the Academy.
- All the faculties are colour coded on their corridor walls as are the direction signs to
- There is strategically placed tactile paving at safe crossing areas outside in the car
- Communications with parents whose first language is not English is provided on
- Parents/ carers whose first language is British Sign Language (BSL) are contacted via
e-mail or by text.
- The Academy operates a student management system called INSIGHT. It allows
parents/ carers to monitor daily achievements, behaviours, attendance and tracking
reports at relevant milestones. It also incorporates our Parent/ carer consultation
5. Parental Involvement
- There is daily monitoring of attendance, rewards and behaviour through INSIGHT
which may lead to early contact with parents/ carers from the Academy staff.
- The Academy monitors progress through a cycle of assessment, reviewing data and
- Academy reports are sent to all parents/ carers through data capture
points(between 3 and 4 depending on Key stage).
- Opportunities to meet with teachers at parent’s evenings are as follows:
- Year 7 – has 2 parent’s evenings per academic year,
- Year 8 – has 1 parent’s evening (which incorporates the Y8 Pathways Evening) per
- Year 9 – has 1 parent’s evening per academic year,
- Year 10 – has 1 parent’s evening per academic year,
- Year 11 – has 2 parent’s evenings per academic year.
- Opportunities to attend revision evenings are offered in Year 10, in preparation for
revising the vast content of the GCSE courses.
- Students with an EHC plan will also have termly progress conversations as well as
regular contact from the student’s TA or person monitoring the student.
6. Overall Well-being
- All students belong to a year group.
- Each year group is led by a Student Achievement Leader (SAL) and is supported by a
team of tutors.
- The SAL has overall charge of the year group and, in particular, student approach to
- Form tutors meet with students each morning and look after both their well-being and
progress. Tutor time has planned learning throughout the year and also includes a daily act of worship.
- ‘Student Voice’ forms an integral part of the decision making process within the
- Elected representatives from each tutor group represent the views of the students at
Student Council meetings. Feedback on this process is then provided by the Whole
School Council in the presence of the Chair of Governors and a member of the Academy
- Behaviour Support Managers support students who are having difficulties which may be interfering with their learning and progress in the Academy.
- The Academy Attendance Officer monitors daily attendance and addresses with
parents/ carers and SALS any issues of concern.
- The School Nurse is in the Academy on average one lunch time per week for students to drop in and discuss any concerns they may have.
- Sacred Heart Secondary has a policy which covers the support of students with medical conditions.
- There is a trained member of support staff available on a daily basis to receive
medicines. Student medication is then kept in a secure facility which can be accessed, in conjunction with this trained member of the support staff, as and when required.
Contact regarding this can be made via the Academy Reception.
- Students with very specific health needs and those who require rescue medication will
also have an Education Healthcare Plan.
7. What specialist services and expertise are available at or are accessed by
Specialist services are often used when the need arises and the school feels it needs more
support or advice to ensure a student fulfils their potential.
This is best summarised in the following list.
The Academy also has access to Specialist Services from the local PCT (Primary Care Trust)
that may offer the Academy advice and support strategies.
8. Staff Training Priorities within the Academy
All staff are either teachers of, or are supporting students with SEND.
Sacred Heart values staff training and ensures that full staff Continuing Professional
Development (CPD) is in place as well as those for individual staff where appropriate.
A summary of the most recent SEND training.
Annual Safeguarding training
Annual training on how to administer an Epipen.
9. Activities Outside of the Academy
- Sacred Heart Secondary is a fully inclusive Academy and puts in place the support a
student needs in order to help them join in with their peers in their chosen activity.
This may include extra staffing, deployment of specialist staff, and/or equipment.
- Staff who are arranging an off-site visit will discuss with parents/ carers and the
SEND staff the requirements needed and the suitability of any visit which the
Academy is putting on.
- The Academy will not prevent any student from participating in an activity outside of
the Academy due to their special educational need and/or disability if the trip is
suitable for the child and their safety and the safety of others is not compromised
(Equality Act 2012).
- A member of the Academy staff oversees the planning of all visits to ensure students
are safe and included where possible.
10. How is Transition planned and managed by the Academy?
Transition from Primary to Secondary School.
- There is a ‘Transition Team’ which is led by a designated member of the Senior
Leadership Team. This team currently comprises the Careers Advisor (formally a
student mentor), the Emotional Health Practitioner, the year 7 Student Achievement
Leader and the SENDCO.
- Parents/ carers and students in Year 5 and 6 are invited to visit the Academy in the
- After the Transition Team have received the names of the students who have been
successful in acquiring a place at Sacred Heart from the Local Authority Admissions
team, a letter, including data collection forms, goes out to all of Sacred Heart’s
allocated students to be completed and returned.
- The Transition Team then begin a series of engagements with the Catholic Feeder
primary schools to meet the potential new students, introducing “Life at Sacred
Heart Secondary” and alleviating any fears. They also collect more information
about each student from the Y6 teachers.
- The SENDCO will collate any SEN information and meets individually each of the Y6
teachers from the Catholic Feeder Primary’s.
- For any non-feeder primary school students, the Y6 teacher is contacted by the
SENDCO if any SEND issues are highlighted on the Sacred Heart Student Information
Sheet which is sent to all Y6 teachers as soon as we have notification of a place at
- The SENDCO attends Y6 EHC plan annual reviews when invited by the primary
- Depending on circumstances, some EHC plan students may need an ‘early visit’,
usually with a friend, to Sacred Heart Secondary.
A TA or the Emotional Health Practitioner may be put in place as a familiar adult to
help with transition.
- The Emotional Health Practitioner is advised through data on the student
information sheets, who may not make a smooth transition due to social and
emotional issues. She would then make appointments as necessary to go into the
primary school before the transition period at Sacred Heart in July.
- Some students have a mentor from the Specialist teaching service to work on
programmes especially for students with a diagnosis of autism.
Transition from Secondary school to College or Training provider:
- We have close links with all of the college providers in the area.
- We employ a dedicated Careers Officer, who meets with all students in Y8 and
above. This person puts a plan in place, advises on which colleges provides which
courses and ensures applications are completed. Students are monitored to ensure
all our leavers have a pathway from Sacred Heart into college, apprenticeship or
other training providers.
- Work Experience is available in Y10 for all students.
- Careers advice for the SEND students and the most vulnerable students is
additionally provided by a team of experts from Redcar and Cleveland Borough
Council – Foundation for Jobs.
- For students with an EHC plan, a careers advisor from Redcar & Cleveland Local
Authority will attend all annual reviews from Y9. This is to ensure a transition plan is
in place and the college or provider is able to meet the student needs.
- The SENDCO will work with EHC plan students and their parent’s/ carers to ensure
that any specialist provision is in place at the student’s chosen Post 16 provision
once the decision has been made.
- Sacred Heart Secondary regularly invites the college representatives into school to
meet and talk to the students and to explain what their college provides through the
Careers strand of the PSHCCE programme.
- All of the colleges are invited to attend Parent’s evenings from Y7 – 11 in order that
parents or students can meet with them.
11a. How are the Academy resources allocated and matched to the young
person’s special educational needs?
- All resources are allocated to students and matched using the extensive data that
the school holds about each student.
- Advice regarding funding comes from the EHCP and responses come from baseline
assessments and student and parent voice/ input, educational psychologist advice,
hearing and visually impaired students, speech and language and health.
- Referrals from SALs enable allocation to the Emotional Health Practitioner
- Referrals’ from Emotional Health Practitioner into our in-house counselling team (2
trainee doctorate counselling phycologists and 3 Therapeutic Counsellors).
- For EHCP students, this includes planning for these interventions with the parents/
carers and the students.
Please refer to question 1a – Identification of Special Educational Needs
11b. How is the SEND budget allocated?
At Sacred Heart Secondary all students follow a broad and balanced curriculum in the
mainstream. Some students need extra support in order to accomplish this. The Academy
has a number of different SEND provisions and interventions which are matched to the
young person’s special educational needs and financed through the SEND budget.
SEND support team – Sacred Heart has a SEND team of 6 which comprises 1 SENDCO and 5, full time Teaching Assistants (TAs). They support the students in the mainstream, in small groups.
Smaller group teaching – In some areas, mainly English, Maths and Science the groups are
smaller in numbers so that the teacher can better meet SEN needs.
Lexia Group – A booster group for reading and spelling in KS3.
Access Arrangements – for SEND students who meet the criteria with regard to external
SEND Aspirational Event – Year 9 students visited an event at aspirations to help them
make decisions regarding their post 16 options.
SJM Specialist teaching service – For Access arrangements, assessments, literacy and
numeracy assessments and advice.
Trainee Doctorate Counselling Psychologist– Offers counselling for our SEND students
North Yorkshire Educational Psychologist – to diagnose specific special educational needs and offer advice on provision and support.
Emotional Health practitioner– One to one and group work for our Emotional and Health
students on the SEND register.
SEND specific resources – Used with small groups and individuals.
Funding for SEND Homework clubs– Offering a safe haven for our more vulnerable SEND
students and helping them with organisational issues.
Specific reading books bought into the library – To encourage reading for our SPLD
Laptops for SEND students – To enable them to access resources in lessons and help with
handwriting and confidence issues or for medical reasons such as hypermobility.
Form Tutors would be the first point of call who should deal with SEND issues. They might
then involve the SAL and then the SAL may involve the SENDCO.
Depending on circumstance or need, some outside agencies such as Specialist teaching
service, Hearing and visual impaired services, CAHMs could be involved with your child’s
education (for an extensive list see the Specialist Services section).
Other persons in the Academy who might help a child are: The school nurse, behaviour
managers, librarians, dinner nannies, subject technicians, Careers Advisor, and the Academy
Our SEND Policy can be found under policies-statutory
SEN Information Report (Young Person Version) Can be found Here.
Redcar and Cleveland Local Offer can be found Here