SEND Overview

SEN Information report July 2022


Full name of Educational Setting
Penketh High School
Heath Road, Penketh, Warrington, Cheshire. WA5 2BY
Type of Educational Setting
Mainstream (plus 16 place Designated Provision for Cognition and Learning)

School ethos and approach
“Leaders provide an effective education for pupils with SEN, this includes those who are part of the specialist resourced provision.” OFSTED 2019
We want the best for all of our pupils. This includes securing the very best outcomes that provide them with the foundation to continue being successful beyond their time at the Penketh High School.
In the ever-changing modern world young people need a wide skill set that complements an academic track record in order to be successful. At Penketh High School, we are committed to developing all pupils holistically as well as academically, exposing pupils to a wide range of experiences that extend the traditional and qualification driven curriculum. Holistic development provides enrichment experiences to support wider engagement and develop key learning characteristics important for future study and employment. These experiences can help develop passions for life and facilitate successful lifelong learners.
We work in partnership with all of our families and where appropriate external agencies to make high aspirations a reality for every child, taking specific action to create effective learning environments; secure young people’s motivation and concentration; provide equality of opportunity; use appropriate assessments and set suitable targets for learning. High quality teaching takes place in all classrooms with the setting of high expectations and the provision of opportunities for all to achieve. Provision for children with SEND is a matter for the whole school.

In addition, the Governing Body, Head Teacher, Pastoral Team, SENDCo and all staff members have important day-to -day responsibilities. All teachers are teachers of children with SEND. A continuous cycle of planning, teaching, assessing, and reviewing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interests of our children; the majority of our children will learn and progress within these arrangements. Children with SEND will receive support that is additional to or different from the provision made for other children. All our teachers take account of a child’s SEND in planning and assessment.


ADD: Attention Deficit Disorder
ADHD: Attention Deficit and Hyperactivity Disorder
ASC: Autism Spectrum Condition
ASD/ ASC: Autism Spectrum Disorder/ Autistic Spectrum Condition
C of P : Code of practice 2016
EAA: Exam Access Arrangements
EHCP: Educational Health Care Plan
LA: Local Authority
SEMH: Social, Emotional and Mental Health
SEND: Special educational Needs and Disability
SENDCo: Special Educational Needs Coordinator


What are the aims of the SEND provision at Penketh High?

Penketh High School is an inclusive school, where all teachers are teachers of pupils with special educational needs & disabilities

• To identify at the earliest opportunity barriers to learning and participation for all pupils
• To deliver a curriculum and create an environment that meets the needs of every student at Penketh High School.
• To ensure that every child experiences success in their learning.
• To enable all children to participate in lessons fully and effectively.
• To value and encourage the contribution of all children to the life of the school
• To have the same academic ambition for all of our learners. At Penketh High School SEN does not mean less able
• To ensure that every student with Special Educational needs and / or disability makes the best progress possible.
• To foster and promote effective working partnerships with parents / carers, pupils and outside agencies.
• To listen to the voice of all pupils
• To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the policy statement for SEND
• To work closely with external agencies, where appropriate to support the need of individual pupils
• To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils
• To ensure that pupils with SEND are prepared for the next stage of education


The Special Educational Needs that are provided for at Penketh High School

Some children have needs that are additional to or different from other young people. The SEN Department provides support for pupils across the 4 areas of need as laid out in the SEN Code of Practice 2014: Our school currently provides additional and / or different provision for a range of needs which successfully ensures equality of opportunity
There are currently 168 pupils with SEND as recognised under the SEN Code of Practice. 48 of these pupils have an Education Health and Care Plan (EHCP) and the remaining 140 are at SEN Support. (These numbers are accurate as of June 2022 but will change throughout the year as children move on and off the register)

• Communication and Interaction Needs Children with speech, language and communication needs (SLCN) have difficulty communicating and interacting with others. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech and language or social communication at different times of their lives. Children diagnosed with autism (ASD Autistic Spectrum Disorder) are likely to have particular difficulties with social interaction and communication.
• Cognition and Learning Support for learning difficulties may be required when pupils learn at a slower pace that their peers even with appropriate differentiation. Learning difficulties cover a wide range of needs including moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and specific learning difficulties (SpLD). This encompasses as range of conditions such as dyslexia, dyspraxia and dyscalculia.
• Social, Emotional and Mental Health Needs Pupils may experience a wide range of social and emotional difficulties which manifest themselves in many ways. Their behaviours may reflect underlying mental health difficulties such as anxiety or depression. Other pupils may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
• Sensory and/or physical needs Some pupils require special educational provision because they have a disability which prevents or hinders them from making the use of the educational facilities generally provided. Many pupils with a visual impairment (VI), hearing impairment (HI)or a multi- sensory impairment (MSI) will require specialist support and/or equipment to access their learning.


Staff in the SEND department

Securing and Deploying Expertise

The SENDCo is Emma Ogg (National Award for Special Educational Needs Coordination)

SEMH Lead Teacher: Kelly Smith (National Award for Special Educational Needs Coordination/ Senior Mental Health Lead)

We have a team of highly skilled and dedicated TA’s who deliver interventions, in class targeted support, speech and language, nurture and social skills. Each year group has a Key Worker who may support pupils in and out of lessons. There is also an SEND champion who arranges visits and visitors for pupils

The Designated Provision is led by Mrs Emma Wisdell

The whole SEND team works closely with Safeguarding, Welfare and Heads of Year.
The SENDCO keeps a record of training by staff and deploys support staff across school in line with their expertise. Support staff will carry out needs led Speech and Language Therapy (SALT) and Occupational Therapy (OT) on site. The SENDCO ensures all staff have the appropriate training and will offer further CPD opportunities linked to staff interest or professional development.


Evaluating Effectiveness

Inclusion of pupils with SEND is observed in lessons through a robust system of subject reviews led by our assistant Principal for Teaching and Learning, in addition to regular drop-ins by the SENDCo, middle leaders and the Senior Leadership Team (SLT).
There is a robust process of Quality Assuring Teaching and Learning in all subjects.

We also collect pupil voice to identify what is working well and maybe what could work better in all subjects.

Class teachers, the SENDCo, middle leaders and the Senior Leadership Team (SLT) monitor the progress of pupils with SEND. Progress of these children is monitored at data drops by class teachers. Alongside this rigorous monitoring system, the SENDCo quality assures interventions and reviews the school provision map formally on a termly basis.


Information about the school’s Policies for identification and assessment of pupils with SEN

Penketh High School is committed to the early identification of special educational needs. Early identification of pupils with SEN is a crucial factor is overcoming barriers to learning. Pupils with SEND are identified by different assessment routes all of which are part of the overall approach to monitoring progress of all pupils. If staff observe that a pupil is making less than expected progress, given their age and individual circumstances they will seek to identify a cause. When children are identified as not making progress in spite of High Quality Teaching, they are referred to the SENDCo and a plan of action is agreed. This referral is completed after staff have tried various strategies to support and contact home has been made. When these concerns arise an SEN checklist is completed. If further needs are identified that need the assistance of an external agency, then a referral is made. If the pupil needs more support than the legal requirements provided by the school then an EHCP application will be submitted to the LA.

Pupils are identified as having SEN, and their needs assessed through:

• Information passed on from primary /previous schools
• KS2 results and baseline testing on entry to school
• Progress data reviews / school tracking system
• Feedback from teaching staff and observations
• Interventions not showing impact
• Referrals from parent
• Pupil referrals

The identification and assessment of the special educational needs of children whose first language is not English, requires particular care and attention. Where there is uncertainty about an individual pupil, the school will link with parents to ascertain whether the pupil is developing in their home language in line with peers and siblings. The SENDCo will work closely with the EAL department.

Parents/carers are invited to attend Annual Reviews and have access to the SENCO through Parents’ Evenings and other events. The SENCO encourages parents/carers of children with additional needs to maintain contact with the SEND team.


The school’s approach to teaching pupils with SEN

Provision for pupils at Penketh High School with special educational needs and/or disability is the responsibility of the school as a whole with specialist guidance from the SENCO, the Governing Body and the Headteacher. All teaching staff are teachers of pupils with special educational needs. We adopt a graduated response to meeting special educational needs and/or disabilities.

Teaching Approach, Adaptations to the Curriculum and Learning Environment and Inclusivity in Activities
Cognition and Learning Needs

Quality First Teaching

• High expectations of children and appropriate challenge for all
• Learning presented in small chunks. Mini plenaries throughout session to ensure pupils making good progress. Intervention given to overcome misconceptions
• Repeated instructions
• Visual timetables
• TA in class support
• Clear key question / concept and differentiated outcomes
• Clear feedback and next steps in their learning – pupils involved in the process and given time to respond
• Low stake quizzes
• Climate for Learning at the heart of lessons/school ethos
• Time to talk things through with a Talk Partner before feeding back to class
• Access to ICT in particular laptops to help reduce barriers to learning
• Writing frames or alternatives to written recording when writing is not the primary objective
• Use concrete apparatus to help e.g. number lines
• Variety of teaching styles and approaches using both open and closed tasks matched to the needs of individuals
• Personalised and differentiated teaching, including questioning
• Structured school and class routines

Possible SEN Support

• 1:1 reading
• Phonics
• Writing intervention
• Maths Skills development
• Maths Catch Up Groups
• In class support from TA
• Spelling practice groups
• Additional individual reading
• Memory skills training
• Dyselxia support

Communication and Interaction Needs

Quality First Teaching

• Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
• Increased visual aids / modelling etc.
• Structured school and class routines

Possible SEN Support

• In class support with focus on supporting speech and language
• Speech and Language support; 1:1 speech therapist and/or TA delivering speech therapist devised support programme
• Socially Speaking
• Social Stories
• Lego Therapy
• Talkabout intervention
• Chat and Chill

Social, Emotional and Mental Health Needs

Quality First Teaching

• Whole school behaviour policy
• Whole school reward system
• Personal Development Time
• Change of seating plan
• Privacy boards
• Fidget toys
• Avoid unnecessary change; a predictable environment is best
• Give very clear guidelines
• Use eye contact and non-verbal signals, wherever possible, to let the pupil know when their behaviour is/is not appropriate

Possible SEN Support

• Small group Circle Time
• Social Skills group
• Talkabout for Children intervention
• Individual reward system
• TA intervention
• Referral to SEMH teacher
• Referral to MHST / CAMHS
• Nurture intervention
• Social skills

Sensory and/or Physical Needs

Quality First Teaching

• Flexible teaching arrangements
• Staff aware of implications of impairment
• Writing slopes
• Pencil grips
• Use of ear defenders

Possible SEN Support

• Fine Motor Skills group
• Gross Motor Skills group
• Additional handwriting practice
• Individual support in class during PE and lunch time
• Reasonable adjustments to environment to support access

The equipment and facilities needed to support pupils with SEND is led by the child’s individual need. Examples of equipment / facilities that we use may include, writing slopes, laptops, coloured paper, overlays, personal visual timetables, now and then boards, fidget toys, wobble cushions


Support that is available for improving the social emotional and mental health of pupils with special educational needs

Pupils are well supported by:

• A Safeguarding team that provides programmes and referrals to meet individual needs
• SEMH lead teacher – Senior Mental Health Practitioner
• Targeted support for individual pupils
• Pupil Leadership Team
• Pupil Voice
• Social, Emotional and Well- being team
• An anti-bullying policy that is supported by a specialist trained member of staff
• Whole school Personal Development Programme
• A strong climate of learning across the school


How will my child be included in activities outside the classroom including afterschool Clubs & school trips?

Penketh High School provides around 30 enrichment activities each week during the final period of the day. The Enrichment programme allows all pupils to access high quality extra -curricular activities to support them in having the best life opportunities. All of our children have equal access to enrichment and where necessary, we make accommodations and adaptations to meet the physical and learning needs of our children.
Class trips are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEN, disability or medical needs. Should your child require an individual risk assessment, this will be carried out as necessary


Name and contact details of SEN Co-ordinator and contact details of SEN Governor

SENDCO: Ms. Emma Ogg

School Telephone Number: 01925 722298

Governor: Mrs V Briggs

The SEND governor will:
• Have regard for the Special Educational Needs Code of Practice when carrying out their duties towards all pupils with special educational needs
• Do their best to ensure that the necessary provision is made for any pupil who has special educational needs
• Report annually to the governing body on the policy’s effectiveness, including any changes made during 2021- 22


The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.

• Telephone conversation / Teams meetings
• Face to face meeting
• Coffee morning / afternoons
• Forum with external professionals
• Communication diaries
• Parents Evening
• Family support meetings
• EHCP reviews


Arrangements for supporting Looked after Children with SEND

• Looked after children are supported and championed by Mrs Christine Stanley and Mrs Kelly Smith
• The school recognises that Looked-after children and previously looked-after children are significantly more likely to have SEN than their peers. Of those with SEN, a significant proportion will have Education, Health and Care Plans. For looked-after children it is important that their EHC plan works in harmony with their care plan and PEP to tell a coherent and comprehensive story of how the child’s needs are being met.
• Any special educational support provided by schools for looked-after children with SEN but who do not need an EHC plan, is looked at as part of the child’s PEP and care plan reviews, involving Special Educational Needs Co-ordinators (SENCOs) where necessary
• Some children may have undiagnosed special needs when they start to be looked after. As part of the PEP process, there should be robust arrangements in place to ensure that any undiagnosed SEN are addressed through the SEND framework as soon as possible.
• For previously looked-after children, the SENCO, class teacher, designated teacher and the specialists should involve parents when considering interventions to support their child’s progress. They should agree the outcomes to be achieved through SEND support, including a date by which progress will be reviewed


How accessible is Penketh High School

• The school is spread across 4 building with many stairs. There is however disabled access throughout the building including lifts and inclusive toilets. The school will have regard to the Equality Act 2020 and the Children’s Family Act 2014 and the Code of Practice in terms of admitting pupils with disabilities. All members of the school community, including pupils are invited to inform the school of any disability they have and reasonable adjustments will be made. Usually, relevant information will be collected during our transition work, however, we encourage parents to provide school with any new medical information and a health care plan can be written if required
• There are evacuation chairs on upper floors
• We endeavour to provide an appropriate translator to assist us in communicating with parents/ carers whose first language Is not English


The arrangements for consulting young people with special educational needs about and involving them in, their education

• The school is spread across 4 building with many stairs. There is however disabled access throughout the building including lifts and inclusive toilets. The school will have regard to the Equality Act 2020 and the Children’s Family Act 2014 and the Code of Practice in terms of admitting pupils with disabilities. All members of the school community, including pupils are invited to inform the school of any disability they have and reasonable adjustments will be made. Usually, relevant information will be collected during our transition work, however, we encourage parents to provide school with any new medical information and a health care plan can be written if required
• There are evacuation chairs on upper floors
• We endeavour to provide an appropriate translator to assist us in communicating with parents/ carers whose first language Is not English


The arrangements for consulting young people with special educational needs about and involving them in, their education

• Pupil Voice
• Annual Reviews
• Personal Interviews
• Pupil Passports
• Key workers
• Meetings with PD coaches


How are resources allocated and matched to pupil’s Special Educational Needs

The local authority calculates and provides the funding for schools to meet the needs of all pupils with special educational needs. We then allocate support according to need. If your child has an EHCP we will ensure that the provision specified within the report is provided


How do I make a complaint?

Handling Complaints
The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs.
All complaints are taken seriously and are heard through the school’s complaints policy and procedure.

Any complaints should first be raised with the SENDCO, then if necessary with the Vice Principal / Headteacher and finally, if unresolved, with the Governing Body.

Penketh High School’s Complaints policy is available on request


The contact details of support services for the parents of pupils with special educational needs

• SEND IAS Service
01925 442978

• ADDvanced Solutions
01925 320863

• Warrington Parents and Carers Forum
07376 722719

The school’s arrangements for supporting pupils with Special Educational Needs in a transfer between phases of education or in preparation for adulthood and independent living.

Primary to Year 7:
• Attendance at Annual review and other meetings at the primary schools by the SENDCO can be arranged
• Additional meetings for the parents and child with the new teacher
• Additional visits to the classroom environment in order to identify where the toilets are etc.
• Opportunities to take photographs of key people and places in order to make a transition booklet
• Staff visits to the primary feeder schools to meet the students.
• Information shared along with good practice for students leaving the school to allow a smooth transition onto the next journey of their education.
• Meeting with parents
• Enhanced transition arrangements are tailored to meet individual needs.

KS3 to KS4

• Additional support with options choices if needed
• Exam Access Arrangements applied for if needed

Year 11 to Post 16 Provision
• In school careers and guidance at key transition stages.
• Pen portraits/ SEND information is sent to teachers about the needs and strategies to provide the appropriate and differentiated support.
• Information shared along with good practice for students leaving the school to allow a smooth transition onto the next journey of their education / workplace.
• Exam Access Arrangements are rolled over to the next setting
• Colleges invited to Annual Reviews for EHCP pupils
• Additional visits to colleges
• String system of career guidance since yr 7


Information on where the local authority’s local offer is published.

Full details can be found at:


Useful websites
Ask Ollie – Warrington’s Local Offer
Provides support & information of services for Parents & Carers of children & young people with SEND themselves.
Special educational needs and disability (SEND) |
Offers advice, information and help to families, professionals and dyslexic individuals.
Autism advice, support & services
ADHD advice, support & services

Penketh High School SEND Policy

Designated Provision

The Designated Provision at Penketh High School is a specialist provision which caters for 20 pupils with cognition and learning difficulties. All pupils have an EHCP which suggests that they need a non-mainstream provision and they follow a personalised timetable specifically designed to suit their individual needs and reflect their personalised learning plan.
Penketh High School is a fully inclusive school and, as a result, pupils from the Designated Provision (DP) experience their education in a DP group with provision staff, in a DP group with subject specialist staff or in the mainstream alongside their mainstream peers. Each and every pupil’s curriculum is bespoke and tailored to their individual needs.
Opportunities for our pupils to experience the mainstream school occur daily through timetabled lessons, free time, career cluster experiences, personal development coach meetings and enrichment opportunities. We offer a wide variety of enrichment clubs across school. DP pupils access these alongside mainstream pupils and are supported by DP staff where necessary. In addition, our DP pupils are encouraged to take part in the wider life of the school. Examples include: Leadership Award, sports clubs/teams, drama performances and pupil leadership team.


There are four members of staff assigned to the provision.
DP Lead Teacher: Mrs Emma Wisdell – Specialist SEND teacher/Maths Lead (BSc Applied Psychology, PGCE Primary Education, MA Advanced Educational Practice SEN)
DP Teacher: Miss Katy Shaw – English Specialist/English Lead (BEd English with QTS KS2/3)
Teaching Assistant: Mrs Lynn Darwin – DP support. Responsible for mainstream transition.
Teaching Assistant Mrs Nicola Bibby – DP support.

The staff team in the provision have a broad skill set and access regular CPD to enhance this.

Designated Provision teachers are responsible for planning and delivering a bespoke curriculum to our pupils allowing for mainstream experiences where possible. Teaching assistants deliver a wide variety of intervention programs including speech and language therapy, occupational therapy, physiotherapy, Lego therapy, auditory and working memory training and English and maths intervention groups. All staff offer vital social, emotional and well-being support through formal and informal whole class, small group or 1:1 work.

Mainstream staff and senior leaders work closely with provision staff to ensure pupils receive a suitable, well-rounded education that is adapted appropriately whilst enabling essential inclusive experiences.


Our provision includes 20 pupils ranging in age from year 7 to year 11. Pupils are split into two smaller classes; usually KS3 and KS4 but this depends on year 7 intake numbers. Places in the Designated Provision are allocated by the Local Authority. All pupils have and EHCP which states Cognition and Learning as a primary need. Many pupils have secondary needs including, but not exclusive, to ASD, ADHD, SEMH, physical difficulties, hearing or visual impairment, dyslexia and dyspraxia.
In KS3 pupils generally access core subjects (English, maths, ICT and science) within the provision and are taught by provision staff. Pupils join mainstream classes for art, design technology and food technology. Identified pupils also have an opportunity to work in the mainstream for core subjects where appropriate. Pupils in KS3 have specialist teachers for PE and drama but remain within their DP group. KS3 humanities is taught in the provision by DP staff.
In KS4 pupils generally access English and maths within the provision and are taught by provision staff, however pupils can work in the mainstream if this is deemed suitable. KS4 choose mainstream options at the end of year 9 and join their mainstream peers for these lessons. These options include BTEC and GCSE qualifications. Pupils join a KS3 DP group for PE and drama and are taught KS4 humanities in the provision with provision staff. Science and ICT are taught by specialist staff in the mainstream, but pupils remain in a DP KS4 group.


We offer a variety of qualifications for our pupils depending on their individual pathway. These include
English Entry Level 1/2/3, I GSCE, GCSE
Maths Entry Level 1/2/3, GCSE
Science Entry Level Single/Dual Award, GCSE
Humanities Entry Level 2/3
ICT iDEA – Inspiring Digital Enterprise Award
Life-skills Entry Level Diploma in Life and Living Skills
Drama and Music Arts Award
Options Subjects BTEC, GCSE


In the Designated Provision, we believe that life skill learning and experiential education is vital in supporting academic progress and preparing our pupils for independence post 16. We have discrete life-skills and EHCP skills sessions within the DP which support pupil’s individual targets and we aim for every pupil to leave with an Entry Level Diploma in Life and Living Skills.


Pupils are assessed termly or half termly depending on the subject. Assessments undertaken depend on a pupil’s individual pathway. All pupils complete CATS tests in year 7 and year 11 and NFRT (reading assessments) termly. KS3 pupil are assessments using are written by the DP or individual departments and data produced compares pupils with other pupils of a similar ability. In KS4 pupils sit assessments for Entry Level, GCSE or BTEC qualifications. Entry Level assessments are often completed before year 11 to indicate a readiness to progress onto a GCSE pathway.
All pupils are assessed by an NHS Speech and Language Therapist on entering the Designated Provision and plans are created, delivered, and reviewed accordingly by the speech and language team and provision staff. Other agencies are available and can assess pupils on request e.g. occupational therapy or physiotherapy.


Communication between parents/carers and staff is a real strength of Penketh Designated Provision. Parents evening is held annually along with annual review meetings. Parents and carers are invited to termly coffee afternoons for mainstream SEND and DP pupils. Teaching staff communicate regularly via phone, email, face to face meetings or text message and this allows for a well-rounded approach to pupil progress and well-being.
Pupils are well supported with transition into year 7 through strong links with local primary schools. New parents are encouraged to attend open and intake evening and pupils are invited to join mainstream transition events as well as our discrete DP transition days. Pupils can join summer school for all new year 7 pupils at the end of August.
KS4 transition to post 16 education is supported through regular college visits throughout KS4. Our annual review process supports our families in choosing a suitable college by providing access to college staff and further information.

If you require further information please contact Emma Wisdell (DP Lead Teacher) or Emma Ogg (SENCO)