At St. Bede’s Catholic School & Sixth Form College, we believe that each child is an individual and, as such, has unique strengths, talents and needs. To achieve their full potential, some students require additional support and we recognise this and plan accordingly. We acknowledge that some students may require continuous help throughout their time in school, whereas others may need support for only a short period to help overcome more temporary needs. St. Bede’s Catholic School & Sixth Form College aims to provide all students with strategies for dealing with their needs in a supportive environment, and to give them access to a broad, balanced and relevant education.

  1. What is SEND?
  2. What are the SEND reforms?
  3. What are our principles?
  4. Who is responsible for SEND at St. Bede’s?
  5. What are the admissions arrangements for students with SEND?
  6. What resources/facilities do you have for students with SEND?
  7. How do you identify, assess and review SEND arrangements?
  8. How do you evaluate the effectiveness of your SEND provision?
  9. How do you consult parents/carers?
  10. How do you consult students?
  11. How do you link with external agencies and support services?
  12. How do you support transition?
  13. How do you support students with SEND to access the curriculum?
  14. How do you support the pastoral, medical and social needs of students with SEND?
  15. How do you support students with SEND to access enrichment opportunities?
  16. How are your staff trained to support students with SEND?
  17. How many students with SEND attend St Bede's?
  18. Who should I contact to discuss SEND provision at St. Bede’s?
  19. Equality Policy
What is SEND?

“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have 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 Education Authority”.


Special educational provision is “provision which is additional to, or otherwise different from, the educational provision made generally for children of this age in schools maintained by the LEA, other than special schools in the area”.
It is important to note that not all students referred to the Student Support Team with additional needs will be SEND students; any support and guidance given may be short, medium or long term.

What are the SEND reforms?

The Government is reforming the system for supporting children and young people with special educational needs (SEN) in England. The Children and Families Bill, currently before Parliament, includes measures to:

  • give young people with special educational needs in further education and training aged 16-25 rights and protections comparable to those in school;

  • require local authorities and local health services to plan and commission education, health and social care services jointly;

  • require local authorities to publish in one place a clear and easy to understand ‘local offer’ (please see County Durham’s Families Information Service – of education, health and social care services to support children and young people with SEN and their families;

  • require co-operation between local authorities and a wide range of partners, including schools, academies, colleges, other local authorities and services responsible for providing health and social care;

  • require local authorities to consult children and young people with SEN and their parents in reviewing special educational provision and social care provision;

  • introduce a more streamlined process for assessing the needs of those with more severe and complex needs, integrating education, health and care services and involving children, young people and their parents;

  • replace statements and Learning Difficulty Assessments with a new 0-25 Education, Health and Care Plan, which will co-ordinate the support for children and young people and focus on desired outcomes including, as they get older, preparation for adulthood;

  • encourage parents and young people to consider mediation to resolve disagreements before they register a Tribunal appeal;

  • give parents and young people with an Education, Health and Care Plan the right to a personal budget for their support.

What are our principles?
  • All students, whatever their special educational needs, should receive appropriate educational provision, through a broad and balanced curriculum, which is relevant and differentiated, and which demonstrates coherence and progression in learning.

  • The views of individual children should be sought and taken into account.

  • All children should have their individual needs met.

  • A close partnership, with parents/carers who play an active and valued role in their children’s education, is vital.

  • All students should have equal opportunities to take part in all aspects of the school’s provision, as far as is appropriate.

Who is responsible for SEND at St. Bede’s?

Every member of staff at St. Bede’s takes responsibility for the holistic development of all students. However, a dedicated Student Support Team has been established to specifically support students who are identified as having additional needs.


Leadership & Management

Senior Assistant Headteacher (Student Support) – Mrs. G. Kilburn.
Associate Assistant Headteacher and SENCO – Mrs. H. Rath.

Welfare and Development Manager (Year 6 and 7) – Mrs. B. Meggeson

Learning Support Team

Learning Support Assistant (LSA) – Mrs. J. Dodd

Learning Support Assistant (LSA) – Mrs. A. Grimes

Learning Support Assistant (LSA) – Mrs. L. Hart

Learning Support Assistant (LSA) – Mrs. A. McElderry

Learning Support Assistant (LSA) – Mr. A. Miller

Learning Support Assistant (LSA) – Mrs. J. Telford

Learning Support Assistant (LSA) - Miss S. Bance (Part Time)

What are the admissions arrangements for students with SEND?

Normal admission arrangements apply (see Admissions Policy). Extract from Admissions Policy 2018/19:

  • Children who have an Education, Health and Care (EHC) plan or a statement of Special Educational Need where the school is named as the most appropriate educational setting for the child will be admitted.

  • We strive to be a fully inclusive school.

  • All children will be treated according to their needs in line with the school’s policy for equality of opportunity.

  • No child will be denied admission because of his or her creed, race, physical ability or academic attainment.

  • Where a child has a particular need e.g. wheelchair access, the governors will make reasonable adjustments to ensure the child’s needs are fully met.

  • If a child is transferring into the school with a Statement, or has been receiving Local Authority Supplementary Funding in their previous school, the continuation of this support will be negotiated with the Local Authority to ensure that their needs can be met. Any variation to the above will need to be agreed by the full governing body.

Admission Policy
Sixth Form College Admission Policy

What resources/facilities do you have for students with SEND?

All teaching staff are able to teach students with SEND. Additional training for teachers and Learning Support Assistants is made available when necessary and appropriate, particularly training to meet the specific needs of an individual student.

Differentiated resources are used to ensure access to the curriculum.
All staff are kept well informed about the strategies needed to manage students’ needs effectively, and we strive to ensure that other students understand and respond with sensitivity.
Student support aims to encourage as much independence as possible within a safe and caring environment.
We have access to the expertise of other agencies, if, and when, required.
Governors do their best to ensure that the environment of the school is such that, as far as is practically possible, children who are disabled can participate in the full curriculum.

How do you identify, assess and review SEND arrangements?

St. Bede’s follows the guidance outlined in the Special Needs Code of Practice. We recognise that children’s needs and requirements fall into broad categories:

  • Communication and Interaction

  • Cognition and Learning

  • Social, Emotional and Mental Health Difficulties

  • Sensory and/or Physical needs

Within these categories, St. Bede’s currently makes provision for students with:

  • General Learning Difficulties

  • Specific Learning Difficulties

  • Autistic Spectrum Condition

  • Emotional, Behavioural, Social Difficulties

  • Physical & Health Difficulties

  • Sensory Impairment

  • Speech & Language Difficulties

We also recognise that some students have complex needs which span several areas. We adopt a graduated approach which recognises a continuum of needs and that, where necessary, increasing specialist advice will be brought to bear on the difficulties a pupil may be experiencing.

How do you evaluate the effectiveness of your SEND provision?

We continually look to evaluate and improve our SEND provision through the following measures:

  • Teachers’ planning reflecting the learning objectives for children with special educational needs.

  • Parents/carers being aware of individual targets set for students.

  • Children being involved in discussing, contributing to and reviewing their individual targets.

  • Progress being monitored closely to ensure that students make appropriate progress.

  • Analysis of student tracking data and assessment results.

  • Ensuring that outside agencies, where appropriate, are fully informed and involved.

  • Formative assessment (e.g. through observations and work scrutiny).

  • Value-added data for students on the SEND Register.

  • Monitoring of procedures and practice, by the SEN Governor, in conjunction with the Senior Assistant Headteacher for Student Support and SENCO.

  • The number of students identified on the SEND Register.

  • School self-evaluation.

Any external evaluation, or inspection, which also enables us to evaluate the success of our provision.

If provision is effective, we would expect that:

  • All planning will reflect identified individual needs.

  • Identified children will reach their expected target, as judged through objective testing and/or teacher’s professional judgement, and/or no longer needing additional support.

  • Parents/carers, children and external agencies will be fully involved in the support process.

  • All SEND students will make good progress.

  • All SEND students will enjoy school and achieve success.

How do you consult parents/carers?

Parents/carers are important partners, in the effective working relationship with the school, in raising their child’s achievement.

They are fully involved in the identification, assessment and decision-making process and they are encouraged to discuss any concerns as they arise.

Parent/carer contributions, regarding their child’s education, are valued highly by school staff.

Parents/carers will be regularly updated with relevant information through a variety of mediums including:

  • 1:1 meetings

  • Multi-agency meetings

  • Telephone calls

  • Emails

  • Letter

  • School reports

How do you consult students?

We show sensitivity, honesty and mutual respect in encouraging children to share their views and we value their contributions. Students are involved in the decision-making process whenever possible. Confident children, who know that their opinions will be valued and who can practise making choices, will be more secure and effective students during their school years.

We help children to participate in their learning by encouraging them to discuss targets and steps for improvement. For students with SEN, this includes discussing the strategies for success outlined in Provision Maps and in targets set by subject teachers. We encourage children to take part in reviewing their progress and in setting new goals and challenges.

Students with SEND are actively encouraged to participate in the School Council.

How do you link with external agencies and support services?

Close links are maintained with external agencies to ensure that the school makes appropriate provision for children with SEND. Where it is necessary to contact external agencies, the SENCO will make the necessary arrangements and consult with parents/carers accordingly.

The Student Support Team work with the following professionals in order to provide the highest levels of support for pupils with SEND:

  • Educational Psychology Service

  • Sensory Impairment Service

  • School Nurse/National Health Service

  • The Child and Adolescent Mental Health Service (CAMHS)

  • ASD Support Service

  • Occupational Therapy Service

  • SALT (Speech and Language)

  • Children and Young People’s Service

  • Social Care

  • Emotional Wellbeing and Effective Learning Team (EWEL)

  • Durham SEND information advice and support service (SENDIASS)

How do you support transition?

At St. Bede’s, a comprehensive transition programme ensures a smooth transfer from primary school. A range of activities from Year 5 onwards includes:

  • Challenge Days for pupils

  • Information Evenings for parents

  • Transition Team meetings with primary staff

  • Transition Sessions for pupils in primary schools

  • Additional Educational Needs meetings for parents

  • Taster Days for pupils

  • Moving Up parent support sessions

  • New Intake Day/Evening for pupils/parents

  • Summer School

  • Additional Educational Needs Welcome Day for pupils

A member of St. Bede’s Transition Team is also available (upon invitation) throughout the year to attend any Statutory Annual Reviews or pertinent SEN meetings for Year 5 and Year 6 pupils. The Student Support Department will also liaise closely with primary schools if special transition arrangements need to be considered.

Pupils transferring, mid-year, are offered visits and their SEND information is sought from their previous school to ensure a smooth transition. Teachers liaise closely when students transfer to another class within the school and/or another Key Stage. Meetings are arranged, wherever possible, between teachers, Progress Director, Welfare Manager, the SENCO, Senior Assistant Headteacher – Student Support and other key staff, to ensure smooth transition.

When students take their options for Key Stage 4, support is provided to individual students to help ensure choices are appropriate to their needs.  Representatives from the Students Support team will be present at options events to provide information as required, and information is shared with classroom teachers and subject leaders as required.

In preparation for transition at the end of year 11, all students meet with the Progression Manager, Mrs Jukes, to ensure that support is given in planning and applying for post 16 courses.  Students with an EHC plan have a dedicated team from Durham County Council to support them in making their applications.  Other students with AEN may be supported through the One Point Personal Advisors, who work with the school to make sure that all required information is passed on to their new educational provider.

How do you support students with SEND to access the curriculum?

All pupils follow the National Curriculum at a level and pace suitable for their ability. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupil needs.
At times modifications to the curriculum may be implemented. To successfully match pupil ability to the Curriculum, St. Bede’s continues to be committed to:

  • Carefully considered class placement with access to smaller group teaching, where appropriate.

  • A range of teaching and learning styles.

  • Differentiated materials (both for reinforcement and extension).

  • Access to ICT, equipment and specialist resources.

  • Additional in class support.

  • Additional out of class support.

  • Supervision and support with unstructured times.

  • Flexible groupings (including small group work).

  • The appropriate use of rewards and sanctions.

  • Mentoring and counselling

  • A broad range of extra-curricular activities, including homework club.

  • Assessment procedures that emphasise pupils’ strengths and achievements.

  • Key Stage 4 courses which are relevant to pupils’ needs.

  • Applications to examination boards to obtain access arrangements as appropriate.

How do you support the pastoral, medical and social needs of students with SEND?

St. Bede’s strives to offer the highest quality of support and care to all our students. On entry, students are allocated a Form Tutor who acts as a first point of contact and support. Students attend form period every morning where they are supported in ensuring they are prepared for the day ahead. Each year group is also allocated a Welfare and Development Manager, and Progress Director who are responsible for monitoring the holistic development of each student. The Student Support Team are a group of teaching and support staff who are dedicated to ensuring that all additional needs are met.

Any student with medical needs, regardless of SEND, are identified primarily through the Year Six transition process and subsequently through close home/school liaison. Where significant medical needs are identified, a medical management plan will be developed with parents/carers and appropriate medical professionals. Risk assessments will be undertaken where necessary to ensure the health, safety and wellbeing of students.
We pride ourselves in offering a range of opportunities to support the social needs of all our students, particularly those with SEND. These include, but are not limited to:

  • Transition Programme

  • Social skills interventions

  • Peer mentoring

  • Restorative Approaches

  • Enrichment Opportunities

How do you support students with SEND to access enrichment opportunities?

A wide range of enrichment opportunities are available to all students at St. Bede’s including:

  • Sport

  • Music

  • Drama

  • Craft

  • Games

  • Trips

We do not view a students’ SEND as a barrier to participation in any activity and will ensure that reasonable adjustments are made so that all students may be included. These may include, but are not limited to:

  • Risk assessments

  • Student management plans

  • Additional support

  • Differentiated approaches

How are your staff trained to support students with SEND?

Through the monitoring and evaluation of our provision, the SENCO and Assistant Headteacher for Student Support identify any particular professional development needs of the staff. This may include a range of strategies including individual support, whole school in-service training or external professional development opportunities.
Staff development will, where appropriate, be linked closely to the School Development Plan and Performance Management Objectives.
As a school, we liaise closely with other providers including:​

  • Local Authority Community of Learning

  • Durham School Centred Initial Teacher Training Programme

  • Schools Direct

How many students with SEND attend St Bede’s?

Students at St Bede’s with SEND are classified into three categories: Education Health and Care Plan (EHC), SEND support, and Quality First Teaching (QFT). 

Those with an EHC plan have a formal and legal document issued by Durham County Council which details their strengths, needs, and their personalised provision. 
Those at SEND support have an individual pupil passport, and a personalised plan for their inclusion and progress.

Those at QFT level have their needs met by the adjustments their classroom teachers make, and may have a pupil passport to ensure all staff are aware of their strengths and areas of need.


Currently there are the following number of students in each category at St Bede’s

EHC plan: 15

SEND Support: 41

QFT: 96

Who should I contact to discuss SEND provision at St. Bede’s?

Deputy Headteacher (Student Support) – Mrs. G. Kilburn.

Assistant Headteacher and SENCO – Mrs. H. Rath.

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