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Student Support & SEND

The Special Educational Needs Coordinator (SENCO) is Ms. J Robertshaw. 

Who are SEND students?

Since 2001, The Code of Practise has defined students with a learning difficulty if they:

“Have a significantly greater difficulty in learning than the majority of children of the same age: or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local educational authority”

Students with SEND can be categorised as having a primary need in one or more of the following areas:

  • Cognition and Learning,
  • Communication and Interaction,
  • Social, Mental and Emotional Health,
  • Sensory and/or Physical.

Students with an identified need are included in the SEND register.

The Children’ and Families Act (Sept. 2014) sets out a new Code of Practise and new ways of working as shown below. The identification and subsequent support and intervention can be categorised as ‘the three wave model’.

Wave 1

Teaching that differentiates for every learner.

All teachers are expected to deliver carefully planned lessons that differentiate for all learners. In most cases minor adaptions are required for Wave 1 students, with the choice of activities and the management of learning being central.

Wave 2

Intervention for some learners that enables them to keep up with age related expectations.

A smaller number of students require additional support in addition to differentiation in the classroom.  Usually they have an external diagnosis and a significant need. At the Judd this might mean a reduced time table, ‘time out’ in a supportive environment, in class support or the preparation of differentiated materials. This is the role of Student Support.

Wave 3

Personalised and intensive intervention for a few.

Students with Statements of SEND or the new Education Health and Care plan (EHCP) are provided with a personalised programme. These students will have an external diagnosis which identifies very significant need. Objectives written in the Statement/ECHP will identify what specific provision the school must put in place.

For information on specialist learning assessments that are conducted in school please click here (you will be prompted to log into the portal)