Support for students who have special educational needs and disabilities at Meridian High School

At Meridian High School, we believe that education is about developing the whole person. We are committed to helping every student with SEN to access a high quality education which meets their ability, interests and aspirations and which enables them to enjoy success in their learning. We promote maximum inclusion of all students and recognise students’ entitlement to a broad and balanced curriculum whilst meeting their individual needs. We recognise that some students may require more support than others and we aim to plan accordingly.

The aim of the Learning Support department at Meridian High School is to provide support to students and staff to ensure that all students with Special Educational Needs and Disabilities (SEND) have an equal opportunity to meet or exceed their potential regardless of their ability or disability.

 ‘All teachers are teachers of Special Educational Needs and Disabilities (SEND)’, therefore it is expected that all teachers act on advice given by the Learning Support team in order to adapt and provide the appropriate resources needed for students to access the lesson. Any concerns class teachers have regarding students are passed to the SENCO for further investigation.

We aim to identify, at an early stage, those students who require an educational provision which is additional to and different from that which is provided for the majority of students. At some during their education students may need additional support with: communication and interaction, cognition and learning difficulties, social, mental and emotional health problems, or a sensory or physical disability. When identified students will then be provided with strategies for overcoming their barriers to learning. These can include: small group or one to one withdrawal; additional in class support; and mentoring or counselling. Close liaison with external agencies is maintained by the school and for more complex needs their expertise forms a valuable part of the process. Parents and students are included in discussions around strategies which will support their learning and their views form an important part of the support plan.

We have a clear method to identifying and responding to SEND at a whole school level.

  • Students are assessed on entry to the school for reading, spelling and handwriting. These skills are re-tested each year.
  • If arriving from Year 6 we use the information from SATS and any confirmed diagnosis and critical information from primary schools.
  • Data is collected at the end of every 6 weeks which maps the progress and attainment of pupils.
  • Students are monitored for examination arrangements.
  • Students are monitored in other areas other than attainment such as social skills.

The purpose of the identification is to assess which actions the school needs to take. As part of this process, the needs of the whole child are considered, not just the special educational needs of the student.

The school also recognises that other factors may influence a young person’s progress and attainment, but do not necessarily mean that the child has a special educational need. These include:

  • Attendance
  • Health and welfare
  • English as an additional language
  • Factors contributing to receipt of Student premium grant
  • Being a looked after child or ever having been CLA
  • Being a child of service personnel
  • English as an additional language. Supported by our EAL team.

If students do not make their expected progress according to their age and their individual circumstances then this will be evident through:

  • Progress that is significantly slower than that of their peers who had begun from the same baseline
  • Failing to match or improve on the student’s previous rate of progress
  • Failing to close the attainment gap between the student and their peers
  • A widening of the attainment gap.

If a student does not make the expected progress then the SENCO will review evidence provided from the subject teachers along with evidence from parents/carers and the student themselves in order to carry out an early assessment.

Our ultimate goal is to make our students independent and resilient learners, ready to leave school and venture into the world of further education or work when they are 16.

For further information please contact:

Ms S. Bokhari SENCO – or view our school Local Offer page.



Inclusion Date  
SEND information report 2017-2018 12th Jul 2017 Download