Images of the schoolSchool Crest
Google Logo

Additional Needs Policy

Additional Needs Philosophy
All Saints Catholic College recognises the diverse talents and skills of each student. We believe it is the duty of all staff to make sure that every student’s talents and gifts are recognised and developed, enabling them to reach their full potential. We recognise that every student is unique and is entitled to an education that meets their individual needs. We recognise the Code of Practice on the Identification and Assessment of Additional Needs and will endeavour to uphold its fundamental principles.


The college aims to;

  • Foster a positive attitude in all members of the college community to individual differences, difficulties and disabilities.
  • Encourage each student to fulfil their potential.
  • Recognise and provide for the individual learning, behavioural and social needs of all students.
  • Enable each student to achieve equality of value and opportunity.
  • Enable each student to access a broad, balanced and relevant curriculum designed to meet their individual needs.
  • Promote the importance of self esteem and self worth.


All teachers are teachers of students with special educational needs.
Teaching such pupils is a whole-school responsibility, requiring a whole-school response.  Central to the work of every class and every subject is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the students. The majority of students will learn and progress within these arrangements.  However, for students with special educational needs, there may be a need to provide an enhanced level of provision that supports and enhances their learning abilities.   
Provision for students with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, SENCO and learning support team, all other members of staff have important responsibilities.  


Specific Responsibilities Within College

  • There is a governor, Judy O’Brien, with additional responsibility for Additional  Needs.
  • The Head Teacher, Anita Bodurka has responsibility within her role as overseer of the college’s provision.
  • The colleges designated person with responsibility for Additional Needs is the Additional Needs Coordinator, Alison O’Grady.

All members of staff are responsible for all students in their classes, including those with Additional Needs.

The Role of the Governing Body
The Governing Body recognises that it is their responsibility to;


  • make sure that the necessary provision is made for all students with additional needs.
  • make sure that the staff are fully aware of their responsibility towards each individual student.
  • make sure that the staff have the necessary knowledge/ understanding of a student’s additional needs to enable each student to achieve their potential.
  • report annually to parents on the colleges additional needs policy and provision.
  • have regard to the Code of Practice.
  • Set, monitor and review Inclusivity targets.
  • place a regular Addn Needs item on its agenda.


The Role of the Head Teacher
The Head Teacher recognises that it is her duty to;

  • oversee the colleges policy and procedures as part of her role as overseer of all policies within college.
  • ensure that the college promotes positive attitudes towards, and relationships between all students, including those with additional  needs.
  • ensure that parents are fully involved in the process of identifying and monitoring additional needs.
  • ensure that the necessary training with regard to additional needs is made available to staff so that they can fulfil their role.           
  • support staff in their work with students with additional needs.


The Role of the Additional Needs Co-ordinator
The Additional Needs Co-ordinator (Addn NeedsCO) recognises that it is her duty to;

  • be responsible for the day to day operation of the colleges policy & procedures, including following the current Code of Practice for Addn Needs.
  • liaise with and advise colleagues on all aspect of Addn Needs.
  • be responsible for the assessment of individual students.
  • co-ordinate provision for all students with additional needs.
  • update the colleges Addn Needs register.
  • update and oversee the records of students with Addn Needs
  • offer support with regard to; curriculum content, suitability of materials, differentiation, teaching methods and INSET.
  • liaise and work closely with parents in support of their children’s needs.
  • liaise and work closely with external agencies.
  • build up expertise in the teaching body through raising awareness, providing opportunities to develop skills, recommending courses.
  • support faculty leaders in developing knowledge, skills and understanding of students with Addn Needs, in their particular subject area.
  • support pastoral leaders in their knowledge, skills and understanding of students with Addn Needs.
  • advise the Head Teacher in ways of improving whole college strategies.
  • Review and develop the Addn Needs provision offered by the college on a regular basis.
  • to be up to date with current thinking, practice and policy.
  • To build links with Calderdale to take into account the growing number of students admitted to college who live in Calderdale and to liaise re appropriate referral routes.


Graduated response to Additional Needs
College will adopt a graduated response to meeting special educational needs that requires the initial use of classroom and school resources before bringing specialist  expertise to bear on the difficulties that a student is experiencing.  When a young person is identified as having special educational needs, the school will intervene as described below at School Actionand School Action Plus.  Such interventions are a means of helping schools and parents match special educational provision to individual student needs.  School will record the steps taken to meet the needs of individual children
If a student is known to have special educational needs when they arrive at the college, the head teacher, SENCO and pastoral colleagues will:

  • use information from the primary school to provide an appropriate curriculum for the student and focus attention on action to support the student within the class
  • ensure that ongoing observation and assessment provides feedback about student’s achievements to inform future planning of the student’s learning
  • ensure opportunities for the student to show what they know, understand and can do through the pastoral programme
  • involve the student in planning and agreeing targets to meet their needs
  • involve parents in developing a joint learning approach at home and in school.


Early Identification
Assessment is a continuing process that can identify students who may have special educational needs.  The school will measure children’s progress by referring to:

  •  evidence from teacher observation and assessment
  •  their performance against the level descriptions within the National Curriculum at the end of a key stage
  • their progress against the objectives specified in the National Literacy and Numeracy Strategy Frameworks
  •  standardised screening or assessment tools.


English as an Additional Language
The identification and assessment of the special educational needs of young people whose first language is not English requires particular care.  Where there is uncertainty about an individual, the school will look carefully at all aspects of a student’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs.

School Action
When a student is identified as having special educational needs, school will provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum.  This intervention will be described as

School Action.   
The triggers for intervention through School Action could be concern, underpinned by evidence, about a student who, despite receiving differentiated learning opportunities:

  • makes little or no progress even when teaching approaches are targeted particularly in a student’s identified area of weakness
  •  shows signs of difficulty in developing literacy or mathematics skills that result in poor attainment in some curriculum areas
  •  presents persistent emotional and/or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the school
  • has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment
  •  has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.


If school concludes, after consulting parents, that a student may need further support to help them progress, they will consider their reasons for concern alongside any information about the student already available to the school.  The school SENCO will support the assessment of the student, assisting in planning future support for the student in discussion with colleagues and monitoring the action taken. The student’s subject and pastoral teachers will remain responsible for working with the student and for planning and delivering an individualised programme.   
In some cases outside professionals from health or social services may already be involved with the child. In such instances it is good practice for these professionals to liaise with the school and keep them informed of their input.  If these professionals have not been working with the school, the SENCO, with the parent’s permission, will contact them.  

Nature of intervention
The SENCO and the student’s subject teachers should decide on the action needed to help the student to progress in the light of their earlier assessment. This might be:-

  •  to provide different learning materials or special equipment,  to introduce some group or individual support,
  • to devote extra adult time to devising the nature of the planned intervention and to monitoring its effectiveness 
  •  to undertake staff development and training aimed at introducing more effective strategies. 
  • access to LA support services for one-off occasional advice on strategies or equipment or for staff training may make it possible
  • to provide effective intervention without the need for regular or ongoing input from external agencies.


Individual Education Plans
Strategies employed to enable the student to progress should be recorded within an Individual Education Plan (IEP). The IEP should include information about:-

  • the short-term targets set for or by the student
  • the teaching strategies to be used
  • the provision to be put in place
  • when the plan is to be reviewed
  • outcomes (to be recorded when IEP is reviewed).


The IEP will only record that which is additional to or different from the differentiated curriculum provision and will focus on three or four individual targets to match the students needs.  The IEP will be reviewed at least twice a year when parents’ views on their child’s progress will be sought.  The student also will be invited to contribute to the review process and be involved in setting the targets. At School Action the interventions may be alternatively recorded on a provision map.


School Action Plus
School Action Plus is characterized by the involvement of external services such as special needs advisory teachers, educational psychologists etc.  A request for help from external services is likely to follow a decision taken by the SENCO and colleagues, in consultation with parents, at a review of the child’s IEP.  At School Action Plus external support services will usually see the child, so that they can advise subject and pastoral staff on new IEPs, with fresh targets and accompanying strategies, provide more specialist assessments that can inform planning and the measurement of a student’s progress, give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities.
The triggers for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support, the student:


  • continues to make little or no progress in specific areas over a long period
  • continues working at National Curriculum levels substantially below that expected of students of a similar age
  • continues to have difficulty in developing literacy and mathematics skills
  • has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group, despite having an individualised behaviour management programme
  • has sensory or physical needs, and requires additional specialist equipment or regular advice or visits, providing direct intervention to the student or advice to the staff, by a specialist service
  • has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.


When school seeks the help of external support services, those services will need to see the student’s records in order to establish which strategies have already been employed and which targets have been set and achieved.  The external specialist may act in an advisory capacity, provide additional specialist assessment or be involved in teaching the student directly.  The resulting IEP for the student will set out new strategies for supporting the student’s progress with the strategies specified in the IEP,   implemented, at least in part, in the classroom setting.  Delivery of the IEP will remain the responsibility of subject teachers. 

School request for statutory assessment
For a few students the help given by schools through Action Plus may not be sufficient to enable the student to make adequate progress. It will then be necessary for the school, in consultation with the parents and any external agencies already involved, to consider whether to ask the LA to initiate a statutory assessment.  Where a request for a statutory assessment is made to an LA, the student will have  demonstrated significant cause for concern and the school will provide written evidence to the LA detailing :

  • the school’s action through School Action and School Action Plus
  • individual education plans for the student
  • records of regular reviews and their outcomes
  • the student’s health including the student’s medical history where relevant
  • National Curriculum levels attainments in literacy and mathematics
  • educational and other assessments, for example from an advisory specialist
  • support teacher or an educational psychologist
  • views of the parents and of the student
  • involvement of other professionals
  • any involvement by the social services or education welfare service.


Statutory Assessment of Special Educational Needs
All children with statements of special educational needs will have short-term targets set for them that have been established after consultation with parents, child and include targets identified in the statement of educational need.  These targets will be set out in an IEP and be implemented, at least in part and as far as possible, in the normal classroom setting. The delivery of the interventions recorded in the IEP will continue to be the responsibility of the class teacher.  

Annual review of a statement of special educational needs

All statements will be reviewed at least annually with the parents, the student, the LA and the school to consider whether any amendments need to be made to the description of the student’s needs or to the special educational provision specified in the statement.  The annual review should focus on what the child has achieved as well as on difficulties that need to be resolved.  The annual review held in year 9 will be particularly significant in preparing for the student’s transition to employment, the further education sector, work-based training, higher education and adult life.  The aim of the annual review in year 9 and subsequent years is to review the young persons statement and draw up and review the Transition Plan.  This must involve the Connexions Service.

Admission Arrangements and Inclusion
Admission to All Saints Catholic College is as laid down in the college prospectus.
During the transition process the SENCO will liaise with parents and staff to ensure full knowledge and understanding of the students needs prior to entry and how these can be best met within college. If a student is already in receipt of a statement of Addn Needs on entry to the college the SENCO will liaise with all necessary agencies to ensure that provision is maintained.

Funds are allocated in accordance with need, current budgetary provision and the college development plan.
Resources are made available to students who require support in their learning; any funding allocated to a specific student will be used for that purpose.
Funds are also used to provide INSET for staff to update their knowledge and expertise.
Partnership with Parents
The college recognises the vital role played by parents and is keen to;

  • develop a parent/college partnership.
  • encourage parents to express any concerns they may have regarding their child’s education.
  • express any concerns about a student to parents at the earliest convenience.
  • encourage concerned parents to meet with Pastoral Leaders or the SENCO to discuss worries.


Behaviour for Learning
All Saints Catholic College follows the Behaviour for Learning (BFL) policy implemented in September 2012. This applies to all students and staff who have all been trained in its implementation. 
The Additional Needs Department will ensure that students with Additional Needs have a clear understanding of the expectations of student behaviour, and the consequences of not following them, and will work with students and parents to devise strategies to support where appropriate.

Disability Provision
We are committed to ensuring All Saints Catholic College is accessible to all who come here to work, study or visit.
Our building design provides only very limited wheelchair and mobility access.  There is a disabled toilet on the link corridor. Level access is available on the ground floor to our Library, Learning Workshop, dining room, disabled toilet and West Assembly Hall.  At every opportunity to improve our facilities for our students, we prioritise the development of wheel chair and mobility access in line with LA and DfES guidance.