For SEND policy, please click here

Recent Documents


School Offer

In conjunction with the Local Authority’s offer, schools are expected to outline their provision for children and young people with SEND. The new Code of Practice (2014) states: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

Local Offer

In response to the Children and Families Bill, Local Authorities are required to publish information about the provision that is available in their area for children and young people from 0 – 25 who have special education needs. This is called the local offer.

The link to the local offer for Cheshire West and Chester is here


“Don’t make them learn the way you teach; teach the way they learn.”

At Helsby High School, we understand that some pupils have barriers to their learning and that we need to work collaboratively to alleviate these barriers. We don’t want our pupils to simply survive, we wish for them to thrive.

Whilst ensuring fulfilment of academic potential is of paramount importance, we see the role of our school to be more than this. We wish for our pupils to be well-grounded and well-rounded, displaying motivation, self-belief and a strong moral compass.

I want you to feel that school and home are a team, working for the very best for your son or daughter.

Please have a good look around our website and if you would like further information or feel that your queries are not answered, do not hesitate to get in touch.

Kind Regards,

Emily Tobin


Helsby High School is a fully inclusive mainstream school. We offer a variety of provision for students with additional needs to ensure they make progress. The Learning Support Team is comprised of the SENDCo, Lead TA, TAs, SSCs, and a SEN administrator. We track and provision map for all SEN pupils and ensure that interventions are having an impact of progress, modifying them where necessary.

At Helsby High School, we cater for a variety of additional needs; medical and non-medical. We work with students with difficulties in:

  • MLD (Mild Learning Difficulty
  • SpLD (Specific Learning Difficulty
  • SLCN (Speech, Language or Communication Need)
  • C&L (Cognitive and Learning)
  • SEMH (Social, Emotional and Mental Health)
  • ASD (Autistic Spectrum Disorder)
  • Visual Impairment
  • Hearing Impairment
  • PSN (Physical or Sensory Needs)

This list highlights the most common issues, but is by no means exhaustive.

Some intervention is completed in small groups, and some as 1:1 work. With any intervention, base-line tests are completed, so that we are able to measure impact.

In addition to personalised intervention, pupils may have access to TAs in their mainstream teaching groups.

How are Special Educational Needs identified?

It is of paramount importance that all pupils starting at Helsby High School, already with an identified additional need are catered for, not only from their start date in September, but also through the transition process. During your child’s Y6 year, the Transition Leader will visit every feeder Primary School, both in and out of catchment. From this a list of names will be given to the SENDCo. The SENDCo will then revisit these schools to talk about any pupils with additional needs. The SENDCo will ensure that the Secondary setting receives:

  • A Learning Profile, written in conjunction with Key Stakeholders.
  • Prior Attainment Data
  • Medical Information
Example Learning Profile

Example Learning Profile – click to enlarge

Before your child starts in September, we will ensure that the appropriate provision, including intervention is in place. We will be careful at all times to liaise with the child’s parents/carer, either directly or through the Primary School.

We will also ensure that all the appropriate information is shared with all of your child’s teachers. Sometimes this may be done electronically, at other times we may call a small meeting, where we can talk about a pupil’s needs in detail. At all times the SENDCo will maintain a current SEN register, easily accessible by all staff.

Of course, there are some situations where learning difficulties only come to light once a pupil has started with us. To help with early identification is such cases, all Year 7s sit a Reading Age test and a CAT test.  We also have a pastoral evening in the October of a pupils start year, which is a perfect platform to discuss concerns.

If necessary, after these concerns have been raised by either staff, parents, TAs or pupils, further investigation will take place and the relevant information will be shared with all staff via the SIMS database.

Should a student’s need require outside agency support, this will be discussed with parents/carers and permission gained.

If you have a concern about your child’s learning needs, you can raise this by emailing the SENDCo

How are pupils’ needs catered for?

  • Helsby High School strives to nurture the philosophy that ever teacher is a teacher of SEN. Staff receive specific and on-going training to cater for students with learning barriers to enable pupils to access the curriculum area.
  • All staff are trained in how to differentiate their lessons, to ensure that all learners receive Quality First Teaching. They also receive regular in-house and external CPD training.
  • All staff, including Cover Supervisors and Invigilators have access to every child’s learning profile, which, through SIMS, they can refer to at any point during the lesson, or the school day.
  • At Helsby we are of the mind-set that as-long as a child is in school, they can access their learning. This means that we will work with you where necessary to look at the make-up of a child’s school day and how their timetable may need to be individualised.
  • A pupil with a specific learning difficulty or Social and Emotional Difficulty, may be assigned a Key Worker, so that a strong relationship can be established. It is important to us that we do everything possible to assure a pupil that they can be open and honest about how they are feeling.
  • The Learning Support team meet weekly to share information and share good practice.
  • TAs are linked with departments within their specialisms. They attend a weekly departmental meeting, where they can share information and bring back any concerns raised.
  • SEN advice is a regular agenda item at Year Meetings and Department Meetings. Any concerns or requests for help/training are emailed to the SENDCo who then follows these up appropriately.
  • Whole school progress data is analysed on a half-termly basis checking on the progress of your child and identifying, planning delivering targeted intervention and additional support.
  • The SENDCo monitors the SEN group data regularly.

Here are some examples of interventions currently offered, but this is not an exhaustive list.

  • Literacy intervention
  • Numeracy intervention
  • Literacy and Numeracy catch-up programmes
  • Speech and Language intervention
  • Meet and Greets
  • Art Therapy
  • Self-Esteem workshops
  • Reading Club
  • Nurture group
  • Daily expectations
  • Catch up sessions
  • Extra spelling work
  • Additional access to ICT
  • Access Arrangements
  • Reflection logs

Details of how parents and carers are informed that their child has an additional need

  • Once a concern about your child’s progress has been raised, parents/carers will be invited to attend a “review meeting.” At this meeting you will be able to help inform the Learning Profile of your child.
  • Staff and parents/carers will work together on personalised SMART targets and a personalised reward scheme.
  • At any point, if the SENDCo feels a referral to a more specialist professional is necessary, your permission will be sought.

How is the impact of interventions assessed?

  • Subject teachers and Subject Leaders will track the progress of SEN pupils within their groups.
  • To SENDCo will assess the data of pupils with SEN.
  • If the current intervention isn’t working it will be modified or changed. This will not be done without a discussion with the parent/carer.
  • SEN is reviewed and evaluated through the School Improvement Plan. The SENDCo provides regular reports to the governing body on a yearly and termly basis to share successes and outline plans for areas of improvement.
  • Progress is monitored through the school’s data tracking system. Data is RAG (Red, Amber, Green) rated and compared to expected progress.
  • For students on EHCPs, personalised learning targets and set and reviewed regularly.


How can parents/carers support their child at home?

  • Parents/carers are encouraged to email if they have any questions about their child’s progress and how to support it:
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13
  • Resources can be sent home at the request of the pupil/parent.
  • Parents/carers are invited to all review meeting of statement, EHCPs and care plans.
  • Parents/carers can track their child’s progress, effort and behaviour through the SLG.

How can parents/carers raise concerns?

  • The SENDCo will be available at every consultation evening, transition evenings, Year 7/12 pastoral evening.
  • You can email the SENDCo at

How is the curriculum organised and made accessible to all?

  • In all year groups, in all subjects, there are at least 4 sets. This enables pupils with particular needs to be taught in smaller classes, should they need this provision.
  • TAs are linked to department areas to enable regular discourse between TAs and subject staff.
  • The school say ends at 3.05pm. This enables staff to provide after school provision for pupils. A Learning Support Zone is open until 4.30pm every day after school, as well as individual subject areas providing their own before and after additional support.
  • Some students, for whom writing is a barrier to learning use ICT in their lessons. This is their normal way of working.
  • Access arrangements are in place for identified students.

How is  information reported to governors?

  • Regular presentations at Governor Meetings.
  • Regular meeting between SEN governor and SENDCo
  • The SENDCo shares training, DDPs and provision maps with SEN Governor.
  • Mrs Cawley-Gelling takes the role of SEN Governor link.

How are students with SEN supported pastorally?

  • A long time goes into carefully planning the form groups so that pupils easily have the opportunity to make new friends and to be supported by identified peers.
  • The SENDCo, Year Leaders and Key Stage Leader are in regular discussion about the progress and well-being of pupils.
  • The pupils can access the help of the Student Support Coordinators.
  • The pupils can access the help of the School Councillor.
  • The pupils can access the help of the School Nurse.
  • The pupils can use the nurture room during lunchtime.
  • Where appropriate, the school has referred pupils to outside agencies for alternative provision to cater for their emotional and social needs.

How are students with Medical Needs catered for?

  • First Aiders always on duty.
  • All staff receive key training, for example, asthma training.
  • Staff of particular students receive additional training from nurses, such as the epileptic nurse and diabetic nurse.
  • Care Plans are updated through the year.
  • Personal Emergency Evacuation Plans (PEEPs) are in place for all relevant students.
  • Access to the school is available for all students with a physical ability, including ramps, lift and special toilet facilities.
  • The fitness suite staffed by MSM, who is qualified in working on personalised programmes for pupils with physical disabilities and additional needs.