SPECIAL EDUCATIONAL NEEDS & DISABILITIES (SEND)
Supporting Pupils with SEND at Rainhill
At Rainhill High School, we want pupils with SEND to be ambitious for themselves, successful in their learning and fully included in the life of the school.
Our starting point is the same for every pupil: access to an ambitious curriculum, high-quality teaching, strong relationships and high expectations.
For pupils with SEND, this may require teaching to be adapted, reasonable adjustments to be made or additional support to be provided. We aim to provide this support in a way that enables pupils to learn alongside their peers wherever possible, develop confidence and independence, and prepare successfully for adulthood and their next stage of education.
We want pupils and families to feel that we understand individual strengths and needs and work with them to make support effective.
How Will Teachers Know About My Child's Needs?
Knowing pupils well is fundamental to effective SEND provision.
Information about a pupil's strengths, needs, barriers to learning and helpful strategies is shared with the staff who teach and support them.
SEND Pen Portraits
Where appropriate, a SEND Pen Portrait gives teachers clear and practical information about the pupil's strengths, needs and the strategies that are most likely to help them succeed in the classroom.
Teachers use this alongside their professional knowledge, assessment and communication with the pupil, family and SEND team to plan appropriate teaching.
What Might Support in Lessons Look Like?
Support will vary because pupils' needs vary.
Explanation & Modelling
Adapting explanations, questioning and modelling so that pupils can access complex learning.
Scaffolding & Practice
Breaking learning into manageable stages and providing appropriate support and additional practice.
Reading & Communication
Support with reading, vocabulary, written communication and understanding subject-specific language.
Resources & Environment
Adapting resources or aspects of the classroom environment where this helps remove barriers.
Processing, Communication & Sensory Needs
Using appropriate strategies to support processing, communication and sensory differences.
Assistive Technology & Adjustments
Using assistive technology and reasonable adjustments where these enable successful participation.
What Happens if My Child Needs More Support?
Some pupils need additional support beyond the strategies ordinarily available within lessons.
Rainhill follows the SEND Graduated Approach:
01
Assess
We work to understand the pupil's strengths, needs and the barriers affecting their learning or participation.
02
Plan
We agree what support, strategies or adjustments should be put in place and what we hope they will achieve.
03
Do
The pupil's teachers remain responsible for their education, supported by the SEND team and other professionals where appropriate.
04
Review
We consider whether the support is making a difference and what should happen next.
This is an ongoing cycle. Needs and circumstances can change, so support is reviewed and adapted accordingly.
What Additional Support Is Available?
Additional support is based upon individual need rather than a standard package for a particular diagnosis.
Reading & Literacy
Including phonics, reading fluency, comprehension and literacy intervention.
Numeracy
Additional support to strengthen mathematical understanding, fluency and confidence.
Communication & Interaction
Including social communication and speech, language and communication needs.
Social, Emotional & Mental Health
Including emotional regulation, ELSA, mentoring, counselling and other targeted support.
Sensory & Physical Needs
Including reasonable adjustments, sensory support, sensory circuits and appropriate specialist resources.
Attendance & EBSA
Individual support where SEND or other needs create barriers to regular school attendance.
Where a pupil requires a more intensive intervention, Nurture may form part of their support. For a small number of pupils with more complex needs, our ARC internal provision can provide a more personalised approach to accessing education.
Working With Specialist Professionals
Sometimes we need additional expertise to understand a pupil's needs or determine how best to support them.
Specialist Support
Where appropriate, Rainhill works with professionals and services including Educational Psychology, Speech and Language, health services, CAMHS, the School Nurse and local authority specialist services.
We use specialist advice to inform what happens in school and work with families when further assessment or involvement from other professionals is appropriate.
Working With Parents & Carers
Parents and carers are an important part of the SEND process.
We want communication to be open, constructive and focused on what will make a difference for your child.
Families are involved in discussing needs, planning support and reviewing progress.
SEND Parent Forums & Information Events
These provide opportunities for families to meet members of the team, understand different aspects of SEND provision, ask questions and contribute to its continuing development.
I'm Concerned That My Child May Have SEND. What Should I Do?
You do not need to wait for a diagnosis before raising a concern.
A good first point of contact may be your child's Form Tutor, Year Team or subject teacher, depending upon the nature of your concern.
You can also contact the SEND team directly.
We will listen to your concerns, consider the information available and discuss appropriate next steps with you.
Contact the SEND Team
Speak to us if you have a concern, would like advice or want to discuss your child's support.
Listening to Pupils
Pupils should have a voice in decisions that affect them.
We want pupils with SEND to understand their strengths, recognise the strategies that help them and develop increasing confidence in explaining what they need.
As pupils get older, we encourage them to become increasingly involved in decisions about their support, aspirations and future.
SEND & the Wider Life of Rainhill
A Full Experience of School
Having SEND should not mean experiencing a smaller version of school.
We want pupils with SEND to participate in the full life of Rainhill: the curriculum, Character Curriculum, Houses, enrichment, trips and visits, careers, sport, creative and performing arts, pupil leadership and community opportunities.
Where a pupil's needs create a barrier to participation, we consider what reasonable adjustments or additional support can help them take part.
Our ambition is not simply that pupils with SEND are present at Rainhill. We want them to be fully part of it.
Transition
We recognise that transition can be particularly important for pupils with SEND.
Joining Rainhill
We work with primary schools, pupils, families and relevant professionals to understand needs before pupils arrive. Where additional transition support would be helpful, this can be planned according to individual need.
Moving Through School
Support is reviewed as pupils mature and the demands of the curriculum change, including preparation for the Competitive Edge years.
Preparing for the Future
Careers education and guidance, preparation for adulthood and transition to post-16 education, training or employment are important parts of SEND provision.
How Do We Know Support Is Making a Difference?
We don't judge SEND provision simply by how much support a pupil receives.
We consider the difference that support makes.
Attendance
Communication
Engagement
Wellbeing
Independence
Participation
Successful Transition
Where support is not having the intended impact, we review what needs to change.
SEND Information for Families
Key SEND documents, information and contacts can be accessed below.
Ms. L Nolan
Special Educational Needs Coordinator (SENCO)