Learning Support and

Special Educational Needs & Disabilities (SEND) Policy

(including SEND Information Report)

Title of Policy           Learning Support and Special Educational Needs & Disabilities (SEND)                      Policy (Including SEND Information Report)

Applies to                 Whole School

Endorsed by                 Head Master

Responsibility         Deputy Head (Academic) and Heads of Learning Support

Date reviewed         Michaelmas 2025

Next review                 Michaelmas 2026

CONTENTS PAGE

GUIDING PRINCIPLES

The ethos of Wells Cathedral School is to nurture and stimulate every child and to provide a secure educational atmosphere, within a setting that is musically alive. We aim to create a supportive, non-stigmatised and inclusive educational environment that  promotes learning and development for all of our children irrespective of their starting point. We believe that every pupil in our school  should have an equal opportunity to enjoy their education and make the best possible progress. We have high but appropriate expectations of our pupils; embedding our philosophy of ‘Esto Quod Es’ (‘Be What You Are’) into our practice, and valuing all children for their individual strengths.

Wells Cathedral School will be guided by the following in formulating and executing the school’s Learning Support and SEND policy:

• The Special Educational Needs and Disabilities Code of Practice 2015

• The Children and Families Act 2014
• Statutory Guidance on Supporting Pupils with Medical Conditions
• The DFE Teachers’ Standards 2012 (with particular reference to Standard 5)
• The Equalities Act 2010

We also take into account guidance from the Independent Schools Bursars’ Association where it is stated that independent schools have a duty to make reasonable adjustments to policies, criteria and practices to address potential issues of discrimination, noting that from September 2012 the Act introduced a new duty with respect to reasonable adjustments :

‘where a disabled person would, but for the provision of an auxiliary aid, be put at a substantial disadvantage in relation to a relevant matter in comparison with persons who are not disabled, to take such steps as it is reasonable to have to take to provide the auxiliary aid’.

DEFINITIONS OF  ‘Special Educational Need or Disability’ and ‘Learning Support’.

The definition of Special Educational Needs is contained in the SEN Code of Practice 2015 (Introduction XIII/XIV):  

“A child or young person has special educational needs if he or she has a learning difficulty or a disability which calls for special educational provision to be made for him or her.”

A learning difficulty or learning disability is defined as having:

1. significantly greater difficulty in learning than the majority of others of the same age  or
2. a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age… (Section 20 (2) of the act.

A child or young person has a disability if :

1. [he or she] has a physical or mental impairment
2. the impairment has a long-term and substantial adverse effect on [his or her] ability to carry out normal day to day activities.

(This definition includes sensory impairments and long term health conditions such as asthma, diabetes, epilepsy and cancer.)

Special Educational Provision, referred to in the 2015 Code of Practice as ‘SEN support’  means:

“education or training provision that is additional to, or different from that made generally for others of the same age.”

At Wells Cathedral School we believe in giving additional support to all those identified as having barriers to their learning, and so we identify and address these barriers at  levels below that formally categorised under the act as Special Educational Need, when possible. These pupils with additional needs are referred to as receiving ‘Learning Support’.

OBJECTIVES

The objectives of the Learning Support department are:

• To support children to be happy with who they are, emphasising strengths and multiple intelligences.
• To identify pupils requiring learning support as early as possible in their school career.
• To make relevant information available to staff in support of their curriculum planning regarding pupils’ learning differences and difficulties.
• Supporting staff to deliver Adaptive Teaching and reasonable adjustments.
• To encourage an effective parent partnership with those whose children receive learning support, in order to implement a joint learning approach at home and school.
• To implement the Assess-Plan-Do-Review cycle consistently.
• To promote a whole school, and where possible, consistent, approach to learning support and SEND across our setting, from our Little Wellies nursery, to Sixth Form.
• The department aims to support all staff in adapting their teaching (Quality First Teaching) rather than just implementing interventions.

The additional department objectives  for pupils with identified SEND are:

• To utilise a robust "Assess, Plan, Do, Review" cycle to identify pupils with SEND at the earliest possible stage, ensuring swift implementation of the Graduated Response.
• To establish immediate and clear dialogue with parents/carers and pupils when a special educational provision is first considered.

• To ensure all SEND pupils have access to a broad, balanced, and ambitious curriculum through high-quality adaptive teaching, allowing them to participate fully in all aspects of school life.
• To proactively identify and remove barriers to learning and participation, ensuring "reasonable adjustments" are a standard feature of every classroom.

• : To set specific, measurable, and highly ambitious outcomes for every SEND pupil, focusing on both academic attainment and personal development.
• To rigorously monitor and review progress toward these outcomes at least termly, ensuring interventions are high-impact and provision remains dynamic.

• To place the pupil at the heart of decision-making, ensuring their voice, interests, and aspirations directly shape their provision and future pathways (Preparation for Adulthood).
• To work in active partnership with parents/carers, ensuring they are equal contributors to their child’s educational journey and are regularly updated on progress.

• To foster a school-wide culture of neuro-diversity celebration and zero tolerance for discrimination, where SEND is seen as a collective responsibility rather than a separate department issue.
• To empower the Governing Body with the data and insights necessary to provide robust challenge and support regarding the school’s SEND provision and statutory duties.
• To lead effective collaboration with external professionals, health services, and local authorities to ensure a holistic support package for pupils with complex needs.

RESPONSIBILITIES OF THE SENDCO

The SEND Code of Practice (2015) states that the SENDCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school.

Although we acknowledge that the roles of the SENDCO will differ across key stages, we feel that consistency of approach and good communication between Early Years, the Pre-Prep, Prep School and the Senior School is key to ensuring the best possible outcomes for our pupils.

ADMISSIONS RELATING TO CHILDREN WITH SEND

Special Educational Needs and Disabilities include students with additional needs in the following areas:

1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health
4. Sensory and/or physical needs

Wells Cathedral School welcomes all children who can make the most of the wealth of opportunities the school offers within a caring and supportive environment. Wells Cathedral School aims to promote and provide an inclusive environment for all students. We will always make and work towards reasonable adjustments to comply with our legal and moral responsibilities under the Equality Act 2010 in order to accommodate the needs of applicants who have neurodivergence and SEND as defined by the Equality Act 2010, including those with an Education, Health and Care Plan (EHCP), for which the School can provide the environment and expertise necessary for the young person to thrive."

The School will require information of SEND (e.g. SpLD, ASD. mental health etc) which may affect a child’s ability to participate in the admissions procedure and take full advantage of the education provided at the School, so that the School can assess those needs and consult with parents about the adjustments which can reasonably be made to ensure that the application procedure is accessible for the candidate and that the School can cater adequately for the pupil should the offer of a place be made. Parents of a child who has any SEND should provide the School with full written details at registration, or subsequently before accepting the offer of a place.

The School needs this information so that, in the case of any child with particular needs, the School can assess those needs and consult with parents about the adjustments which can reasonably be made to cater adequately for the child's needs both during the admission process and once they start at the school if an offer of a place is made.  Similarly, if learning difficulties/disabilities, special educational needs or another disability become apparent after admission, the School will consult with parents about reasonable adjustments that may allow the child to continue at the School. Both for the purpose of admission and for any SEND established after a young person joins the school, the school will clearly outline the support provision and recommendations based on the SEND information and consultation process.

ACCESSIBILITY  

Our school is set across a historic campus with several listed, multi-story buildings. While these architectural features present unique accessibility challenges—such as stairs and a lack of lifts—we are committed to ensuring all pupils thrive. Our Reasonable Adjustments Committee regularly reviews our facilities to improve physical access. Where structural or financial constraints prevent permanent changes, we implement proactive solutions, including strategic timetabling and personalised support plans, to ensure every pupil can access their education fully.

IDENTIFICATION OF PUPILS IN NEED OF LEARNING SUPPORT: THE GRADUATED APPROACH TO  IDENTIFICATION  OF, AND PROVISION FOR, ‘SEND’

We recognise that SEND can be identified at any stage of a child’s development; while some needs are apparent early on, others emerge only as academic and social demands increase. Our staff are trained to be proactive in identifying and responding to these emerging difficulties swiftly, valuing the unique insight of parents—who know their children best—and committing to a collaborative approach that listens to the concerns of both families and the pupils themselves. To ensure every child thrives, we monitor progress and well-being through regular summative and formative assessments against age-related expectations, while maintaining a holistic observation of physical, social, emotional, and behavioural needs that may exist even when academic attainment remains high. When concerns are identified by staff, parents, or external agencies, a formal Record of Concern (RoC- Appendix 4) is submitted to the SENDCO, triggering a formal review to determine the appropriate support and next steps. This process aligns with the Graduated Response model, a continuous cycle of identification and support designed to adapt to a pupil's changing needs over time.

Once a Record of Concern is raised, the findings are discussed with the SENDCO to determine the most effective path forward. The initial response prioritises High-Quality Teaching (Wave 1), specifically targeted at the pupil’s areas of weakness; however, where progress remains a concern, the SENDCO will initiate further formal steps. While gathering evidence and consulting with both the pupil and their parents, the school implements targeted measures such as enhanced adaptations for classwork and homework, additional in-class assistance, or small-group support. If necessary, we seek parental consent for diagnostic screening to identify specific learning difficulties or disabilities. This specialised assessment may be conducted by the SENDCO, our specialist teachers, or external professionals, including educational psychologists, speech and language therapists, or occupational therapists. Following this screening, the child's profile of strengths and weaknesses is reviewed collaboratively with the parents and staff to agree on an appropriate support plan, clear targets, and a scheduled date for review.

Identification of SEND in children with English as an Additional Language

Wells Cathedral School’s specialist Music and Mathematics programmes attract a significant  number of pupils with English as an additional language. Particular care will be taken in these instances to look at all aspects of the pupil’s performance in different areas of learning and development, to establish whether the lack of progress is due to limitations in their command of English or if it arises from a special educational need or disability. There is close liaison with the Head of the EAL department in the senior school.

PROVISION

In our assessment, teaching and monitoring of children who experience barriers to their learning we are guided by the  Code of Practice for Special Educational Needs and Disability 2015.  The school therefore follows the recommended  ‘graduated approach’ - a response system of Assess - Plan - Do - Review in order to best support our pupils. (See Appendix 1 - A Graduated Approach)

For pupils assessed as having SEND, Personal Learning Plans/ Play Plans and the targets set within them will be regularly reviewed  by the SENDCO in consultation with staff, and, wherever possible, the parents and the pupil.

Our support covers the four broad categories of need defined by the Code of Practice: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, and Sensory and/or Physical. While the Learning Support Department provides specialised expertise, we embrace the principle that the education of pupils with SEND is a whole-school responsibility. We are committed to the ethos that "every teacher is a teacher of SEND," providing our staff with continuous professional development to ensure they can proactively anticipate individual needs and dismantle barriers to learning within every classroom.

Prior to Wave 1 - ROC form completed by any member of staff and communicated to SENDCO.

Wave 1 Provision

• SEND pupil information on iSAMS (for KS1 onwards) and SEND and Learning Support Register
• Folder of useful documents on Google Drive
• INSET
• Exam Access Arrangements
• Quality First Teaching.

Wave 2 Provision

• Support as for Wave 1

• Short term group support - Maths, spelling, reading, comprehension, study skills
• Drop in support
• Short term support one to one support
• Parents may choose to fund 1:1 specialist tuition
• One Page Profiles - EYFS and KS1/2
• ELSA support (6 week intervention in PrePrep/Prep School).
• One Page Profiles - EYFS and KS1/2
• Personal Learning Plans (previously called IEPs) / Personal Play Plan (EYFS)

Wave 3 Provision

• Support as for Wave 1 and 2

• 1:1 specialist tuition funded by the school (KS1/2)
• Long term group support
• Teaching Assistant (TA)
• Personalised programme of differentiated support
• Support and advice from outside agencies e.g. Educational Psychologists, CAMHS, specialist teachers.

CHARGES FOR SEN PROVISION

During academic year 2022-23 a review of the way charges are to be applied and the core offer of support was carried out by the Governing Body in consultation with stakeholders.  The following document Reasonable Adjustments for pupils with Special Educational Needs at Wells Cathedral School, Senior School highlights what provision is considered to be part of the core offer from the school and where charges are necessary.

Statutory Assessment and Education, Health and Care Plans (EHCP)

For a small number of children and young people with significant and complex special educational needs, a Statutory Assessment may be required to determine whether an Education, Health and Care Plan (EHCP) is necessary. This legal document—which can support individuals from birth to age 25—outlines a child’s specific education, health, and social care needs, alongside the provision required to meet them.

The assessment is a collaborative, 20-week process that places the child and their family at the heart of decision-making. During this period, evidence is gathered from a range of professionals, including educational staff, health practitioners, and social care providers. An EHCP may be requested by the school or via a parental request directly to the Local Authority.

Each plan focuses on aspirational outcomes—long-term goals agreed upon by the family, the young person, and the professionals supporting them. To ensure the plan remains relevant as the child develops, it is subject to a mandatory Annual Review. During this review, the Local Authority, school, and parents evaluate progress against outcomes and amend the provision as necessary to ensure it continues to meet the pupil’s needs until they complete their education or training.

MONITORING PUPIL PROGRESS

Evaluating Progress and Success

Measuring the progress of pupils with SEND requires a nuanced approach. While we track literacy and numeracy carefully, we recognise that for some pupils, traditional academic data can move slowly. Therefore, in addition to SMART (Specific, Measurable, Achievable, Realistic, Timely) targets, we place heavy emphasis on broader Desired Outcomes. Factors such as motivation, self-esteem, and confidence are vital indicators of a pupil’s success and are weighed alongside academic data.

We define adequate progress as that which:

• Narrowing the attainment gap between a pupil and their peers.
• Prevents the gap from widening further.
• Matches the progress of peers starting from the same baseline.
• Equals or accelerates the pupil’s previous rate of progress.
• Ensures full access to the curriculum.
• Demonstrates measurable improvement in social, personal, or self-help skills.
• Results in a positive shift in the pupil’s behaviour and engagement.
• Prepares the pupil effectively for future education, training, or employment.

Transitioning from SEN Support

When a pupil makes significant and sustained progress, the class teacher and SENDCO may determine that formal SEN support is no longer required. In such cases, the pupil will move to a monitoring phase.

During this transition:

1. The pupil may continue to receive Wave 2 targeted support and high-quality in-class differentiation to ensure stability.
2. The teacher, supported by the SENDCO, will set maintenance targets to ensure progress does not stall.
3. We will always inform parents and carers, taking their views into account, before any formal change in support status is finalised.

COMMUNICATION WITHIN AND BEYOND OUR SCHOOL

Communication with staff  

Communication with all staff is considered important and is in a range of different forms:

• Information made available to staff on iSAMS and the Senior School SEND Register spreadsheet.

• Advice provided on specific pupils and or specific learning difficulties, both formally and informally.
• Personal Learning Plans/Play Plans are shared with relevant teachers, with contributions from staff expected.
• Gathering of information for examination access arrangements.
• Ongoing discussions throughout the year regarding concerns and needs of pupils.

• Members of staff are encouraged to approach the relevant SENDCO with any concerns or issues relating to pupils already on the list or other pupils in relation to learning difficulties. These concerns should also be logged formally by filling in a RoC (Record of Concern) form, in order to provide a written record of when concern was raised.

Partnership with parents

Wells Cathedral School firmly believes in developing a strong partnership with parents and that this will enable children and young people with additional learning needs or SEND to achieve their potential.  The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. Examples of our parent partnership include:  parent consultations, informal meetings responding to staff or parent concern, initial meetings when additional needs are suspected, feedback comments from PLPs incorporated into future plans, meetings to support transition to a new Key Stage/school (see below), email correspondence offering advice and support from SENDCOs and teachers.  When meetings are held between parents/carers and the SENDCO a record of the discussion is made and actions listed and reviewed. (See Appendix 4 for an example of such a form: Record of Meeting with Parent/Carer).

Transition  between phases of education

It is the responsibility of the SENCos, in collaboration with other staff, to make arrangements for supporting children and young people with SEND in moving between phases of education at Wells Cathedral School or on to new schools. In addition to the usual arrangements to support pupils’ transition, SENCos will:

• meet regularly to share information on pupils and hand over documentation
• meet with parents in the terms leading up to a transition from one key stage to another to discuss concerns and arrange provision, and, if necessary, after transition to review the process.
• meet with Heads of Year and/or Director of Studies to share information on particular pupils
• meet with relevant personnel to plan and facilitate changes to the fabric of the building for pupils with physical disabilities
• work with teachers and parents to put in place personalised programmes of familiarisation, buddy systems etc for the period before and after transition

Links with other agencies, organisations and support services

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEND pupils. When it is considered necessary, colleagues from support services will be involved with SEND pupils. Examples of such links are listed below:

• Educational psychologists.
• Medical officers.
• Occupational Therapists
• NHS Literacy Difficulties’ Clinics
• Hearing Impairment Services.
• Speech and Language Services.
• Child and Adolescent Mental Health Services.
• Local Education Authorities.

Pupil participation

The SEND Code of Practice (2015) states the importance of involving pupils in planning and reviewing progress. Wells Cathedral School respects this, and the views of the children in the school are given due weight according to their age, maturity and capability. Pupils participate, where possible, in the decision making processes, including setting and reviewing of targets.

Communication with Governors

The Academic Committee formally reviews the work of the SEND Department once a year (usually in Lent Term). The SEND register and other SEND-related matters are discussed with the Governor responsible for SEND at least annually.

COMPLAINTS’ PROCEDURE  

If parents have a complaint related to provision for their child’s additional or special educational needs and disabilities this should be directed in the first instance to the member of staff concerned, their child’s form tutor or the SENDCO. We are always keen to discuss issues of concern and seek a satisfactory resolution face to face, where possible.  If there continues to be a cause for complaint, parents should address their concerns through the school’s official complaints policy which can be found on the school website or through the school office.

RELATED POLICIES

• Admissions policy

• Anti-Bullying policy
• Complaints policy
• EAL policy
• Accessibility plan

GLOSSARY

APPENDICES

Appendix 1.  

The Graduated Approach

Appendix 2

Pupil Screening Map

Appendix 3

Record of Meeting with Parents/Carers of ………………………………...

Appendix 4

SEND RoC Form

Record of Concern

Appendix 5

List of Current Staff in the Early Years, Prep and Senior SEND departments