Objectives of SEN provision:
  • To identify students with additional needs and disabilities
  • To promote effective liaison between Leadership Team, Staff and Parents
  • Supporting staff in training and adapting schemes of work to suit all students needs
  • SEN students to be fully included into the school community



All students follow the National Curriculum at a pace that suits their ability.
Differentiation in addition to lessons can range from:

  • Additional in class support
  • Small group work
  • Additional literacy/numeracy support after school
  • Mentoring and counselling
  • Homework clubs
  • Exam Concession through examination board where appropriate
  • Life Skills
  • Additional out of lesson support to improve progress
  • One to One social skills support for children with ASD


Teaching Learning and Assessment:

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. To that end staff will receive training and support to enable them to be confident in teaching all aspects of learning difficulties so that teaching at St Patrick’s is never a barrier to your child making progress.

As a school we are always working to improve teaching and learning for all pupils, we annually review teachers understanding of strategies to identify and support vulnerable pupils and their knowledge of the special educational needs most frequently encountered. We also draw on additional agencies, including Educational Psychologist, Specialist Learning team and the Autism Outreach team, to deliver training and strategies to help and support individual pupils with specific or multiple vulnerabilities.

Our Teaching Assistants have specific training schedules to ensure they are regularly updating their knowledge to ensure the strategies delivered in school include the latest guidelines. NASEN and Optimus materials are used to deliver specific training modules to all staff that will help and support your child in their learning journey through St Patrick’s Catholic College.

Once a potential SEN is identified there will be four types of action, assess – plan – do – review, that will be taken to ensure effective support is in place. These actions will be regularly reviewed, revisited and revised to ensure that pupils make good progress to secure good outcomes; this is known as a graduated approach.

Assess – the Inclusion Manager and the Pastoral Lead will gather evidence about your child from the class teacher, their progress over time and in comparison to their peers, they will also gather the views of you as the parent and your child’s own views and if relevant information from external agencies.

Plan – as a parent you will be notified if it is decided your child would benefit from SEN support. Interventions will be identified and a date communicated for a review. Teachers of your child will be informed of any teaching strategies and this will be recorded in your child’s pen portrait. The interventions will be delivered by staff with sufficient skills and knowledge.
Do – where small group work is seen as appropriate the subject teacher will still retain responsibility for the pupils learning and assessment.

Review – the impact of the support along with the views of the child and you as the parent will feed into the analysis of the pupil’s need. The support in light of the child’s progress and development will be reviewed and revised where necessary.



Effective transition from KS2 to KS3 allows your child to feel happy and secure in their new school. Once allocated a place at St Patrick’s Catholic college the inclusion team work closely with our feeder primary schools to identify students who may require additional support in their move into secondary school. This transition will include attendance at review meetings in their final year at primary school and meetings with parents where necessary.

The program for transition is assessed on an individual needs basis but usually involves a series of visits where your child and a friend will attend our school with support. The visits usually commence with a tour of the school to gain familiarity and reduce anxiety gradually building up to staying over break time, lunchtime and then to remaining for a full day. This allows opportunity for us to get to know your child, their likes and dislikes and how to best help and support them. It also creates opportunity for your child to become familiar with the staff, building and school routines in preparation for the whole school transition days.

Equally important is our support of your child in moving from KS4 to KS5. We work very closely with Youth Directions and Colleges to ensure a smooth transition is made to ensure your child can move into the next phase of their education and life.