Special Educational Needs and Disability Policy (SEND)

‘All teachers are teachers of students with SEND’ (Code of Practice January 2015)



We recognise that many students may have additional educational needs at some time during their school life.  In implementing this policy we believe students will be helped to overcome their difficulties.

The Responsibilities of the Access & Inclusion faculty

Identification, Assessment & Recording

Categories of Special Educational Needs and/or Disabilities

Students needs and requirements fall into four broad areas:

Early Identification

Assessment and Recording

The dissemination of information

Removing barriers to learning

Resources and Support

Liaison with external agencies

The faculty follows a multi-disciplinary approach to supporting students and the SENCO liaises closely with external agencies.

Admission arrangements

Rossett strives to be a fully inclusive school. We acknowledge the range of issues to be taken account of in the process of achieving their potential. All students are welcome, including those with special educational needs and/or disabilities.

Monitoring the provision



The role of the Governing Body

Responsibilities include:

The SENCO will hold regular meetings with the SEN Governor and SEN issues will be discussed by the Governing Body.

In implementing this policy Rossett School is confident that all students should achieve their potential, become confident individuals living fulfilling lives and make a successful transition into employment, further or higher education or training.

Links to other policies:


Adopted by Governors:  June 2013 (Formerly known as Access & Inclusion (SEN))

Review date: January 2018

Next review: January 2019



What is the Local Offer?

This is information for parents/carers/carers of children who may have additional educational needs to other students. Below outlines how we meet these additional needs at Rossett School.

How are Special Educational Needs defined?

The new 2015 SEN (Special Educational Needs) Code of Practice has replaced the School Action and School Action+ categories with one “additional needs” category.

How does this affect provision at Rossett School?

Students who have significant needs, will be placed on a Special Educational Needs list. Students with lesser need, but still requiring support will be placed on an Additional Needs list. This support can either be on a temporary or a permanent basis, dependent upon individual need.

A record will be kept interventions received and the outcomes of such. If the required progress is made, then the student will be removed from the list(s) but his/her progress will continue to be monitored.

A small percentage of students may be identified as requiring highly specialised support and they may require an Education Health and Care plan (EHCP).  This plan will form a coordinated support package between Education, Health and Social Services.

How is this achieved?

The Special Educational Needs Coordinator (SENCO) coordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies.

How is this support organised?

Our inclusive approach is based around the premise that any additional needs of students are, as much as possible, met in mainstream lessons with the other students.

A highly individualised approach is adopted by the teaching staff at Rossett. This means that the needs of students may be met in different ways. Teachers are trained to make suitable adjustments in both assessment of learning and delivery of lessons.

What does this look like in the lesson?

It is important when meeting individual need in the lesson that students with additional or special needs are not specifically highlighted as such to others. Teachers at Rossett are highly skilled in this area and students are accepting that some students will approach a task one way, whilst others may address a similar task in a different way. Such strategies may include:

In addition, The SENCO will provide the teachers with relevant and up to date information regarding individual students in the form of a document called an Individual Provision Map. This document includes information about the needs of the student and recommended strategies which will allow teachers to meet these needs in the lessons.

Any updates to this document will be sent out to teachers in a weekly SEN Bulletin.

For how long will these interventions last?

The simple answer is, for as long as is required. Often a student may just require a “boost” and once they are on track, the intervention will end. Some students will require support in some areas for their whole school career.

What services are available to school in the event that more specialist knowledge and input can be accessed?

Most needs can be catered for within school, however if external support is required there are a number of agencies we can work with. These include:

Will my child receive support in their exams?

There are a number of support arrangements available to students with high need in exams. These include:

If we feel a student requires special consideration in this area, specific evidence in the form of formalised tests must be gathered and application is made to the exam board.

How will I be informed about my child’s progress in school?

All students receive four reports recording their academic progress throughout the year. The SENDCO is available for consultation at parents’ evenings, which are held throughout the year for all year groups.


A number of intervention strategies are used at Rossett:

Some of these interventions take place during the school day, some at break-times and after school to minimise disruption to learning.

How is information passed between Primary and Secondary School?

We have a carefully coordinated transition plan for the move between Key Stage 2 and Key Stage 3. We visit every primary school and meet both the students and their teachers. Each primary school is asked to supply both general and any SEN information before the student transfers to Rossett. The students will then visit Rossett in their final term at primary school for two full days. During this time we take great care to ensure that they have a positive experience. We also use this time to gather more information about each individual.

The special needs information is disseminated to teachers to allow them to make the necessary adjustments for each student upon arrival at the start of the year. This will ensure a positive and happy start for the new students. As we learn more about the students, this initial information will then be updated.

The Bridge

The Bridge is Rossett’s own inclusion area. It is an alternative learning area for students who, for whatever reason, are struggling in mainstream lessons. Some student may access the Bridge at regular times in the week over an extended period, whilst other students may follow a shorter more intensive programme. This provision is always seen as temporary, and students are returned to the mainstream lessons as quickly as possible.

The Bridge is staffed by Higher Level Teaching Assistants (HLTAs) They are multi-skilled and are able to deliver traditional lessons as well as specialist interventions in the following areas.


Rossett is an Enhanced school specialising in Specific Learning Difficulties and supports 87 Primary and Secondary schools in the wider Harrogate area.  Support is delivered primarily through the specialist outreach team but also through Rossett becoming a centre of excellence in how to provide for the needs of students with dyslexia, dyspraxia (or Developmental Coordination Disorder, DCD) and dyscalculia in a typical mainstream school context. The focus is firmly on whole class teaching and learning.

In cases where specialist input is required for students at Rossett School, the EMS team supports the Access and Inclusion department in a similar way to how it supports other schools. There is support through assessment and needs analysis, which then leads on to modelling, coaching and quality assuring of changes to provision.

What if I’m not happy about an SEND issue related to my child?

Parents/carers who require advice or wish to express some concerns should contact the school’s SENCO who will endeavour to resolve any difficulties. If the matter is remains unresolved parents/carers should request a meeting with the Headteacher.  If parents/carers are still concerned then contact can be made with the Chair of Governors.

The SEND information, advice and support  service (SENDIASS) provides free and impartial advice and support for parents/carers of students with SEND living in North Yorkshire.  The SENDIASS enquiry line (see below) is staffed Mondays from 12.30 to 2pm, Tuesdays and Thursdays from 9.30am to 1pm throughout the year, except over the Christmas holidays.

SENDIASS information and advice line:  01609 536923

SENDIASS coordinator for Harrogate, Ripon and Pateley Bridge:

Carol Watson – tel: 01609 534983 – email:

Important Contact Details

Ms E Fazakerley
Rossett School
Green Lane
Tel: 01423 564444 ext 255

Ms H Woodcock
Rossett School
Green Lane
Tel: 01423 564444

Mr J Hesketh
Chair of Governors
Rossett School
Green Lane
Tel: 01423 564444