Learning Support

The Special Educational Needs provision at Passmores is part of a wider ‘Inclusion provision’ which supports our students who experience difficulties in accessing learning. Students who are not making the expected progress in line with their ability are identified through a register of need called the SEN profile. A student can experience a ‘barrier to learning’ at any time during their school career which can be lifelong or temporary.

We believe it is the student and addressing their need which is of importance and not any diagnosis they may have. For example, two students who have the same condition may or may not have SEN. If a student has developed strategies to access the curriculum independently and is making good progress without additional resources, they are not considered as having SEN.

We work closely with our primary schools, exchanging information and attending annual reviews, to ensure a smooth and happy transition to Passmores. All Year 7 students are screened for literacy on entry and subsequently we work closely with the Head of English to identify students who may benefit from intervention for reading and spelling. This may be through core delivery in English or through small group intervention.

Students identified as having additional needs will receive support negotiated with both the student and parents in order for students to work to their full potential.

Our objectives are:

  • To work in partnership with students and their parents.
  • A quick, co-ordinated response to issues with good communication between school and home.
  • To support our students discretely, maintaining their self-esteem at all times.
  • To focus on and foster student talents as well as supporting areas in need of development.
  • Access to curriculum for all.     
  • An expectation that all students will reach their academic potential and beyond. 
  • To promote independent access to the curriculum wherever possible.

Co-educators (learning support assistants) support classes rather than individual students in class. Research has shown that one to one classroom support promotes dependency on adults and prevents engagement by the student with both their class teacher and peers.

We have a number of co-educators who support the delivery of the following:

  • In class support for core subjects
  • Reading accuracy and reading comprehension development
  • Spelling and phonic development
  • Emotional literacy development 
  • Social skills development
  • Support for organisation skills
  • Homework club
  • Youth Club
  • Maths overlearning

Angela Smith - Head of SEND