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St Clement's

High School

SEND Department and Policies

Special Educational Needs and Disabilities Department

The philosophy of the department is to support students to gain the necessary skills that they require to become independent learners before they leave the school. The policies and processes we adhere to in the SEND Department can be viewed by clicking on the link opposite.

The Department

The SEND department comprises of the SENDCO, 2 Mentor Managers, 2 Senior Learning Mentors, 7 Learning Mentors, 3 Achievement and Progress Support Assistants, a Support Assistant for the HI and a SEND Administrator. Consideration of the needs of the student is given and in turn relevant support is provided. As such the department runs a range of intervention programmes to support students in specific areas; literacy, numeracy, social skills, behaviour and ASD, as well as in class and small group withdrawals.

Meet the Team

Miss R. Curtis - SENDCo
Mrs H. Dawson - Mentor Manager: Medical Conditions
Mrs J. Hensby – Mentor Manager: SEMH and Behaviour
Mrs M Campbell – Senior Learning Mentor: Literacy
Mrs L Hennells – Senior Learning Mentor: Numeracy

Mrs A. Broda - SEND Administrator
Mrs K Boltwood – Learning Mentor: Literacy and Numeracy
Miss J. Harvey – Learning Mentor: English
Mrs A. Pack – Learning Mentor: Science and ASD
Miss K. Palmer – Learning Mentor: PE and ASD

Mrs M. Perrett – Learning Mentor: Technology

Mrs J. Roberts – Learning Mentor: Global Delay
Mrs J. Swinton – Learning Mentor: Literacy and Numeracy
Mr S Mott - Achievement and Progress Support Assistant
Miss J Taylor - Achievement and Progress Support Assistant
Mrs B. Warby - Achievement and Progress Support Assistant

Mrs L Compton-Cook – Support Assistant for HI

Literacy support

Literacy support takes place in lessons and by withdrawal with programmes running during registration and throughout the day. These aim to boost students’ literacy levels and confidence within this area. Within year 7 and 8 Literacy lessons are run on a weekly or fortnightly basis. Intervention for these year groups focuses on reading, comprehension, spelling and handwriting predominantly completed in small group sessions running 3-5 times a fortnight. The computer based programme Lexia is also used. Year 9,10 and 11 students may also opt for Additional English.

Numeracy Support

Numeracy support takes place in lessons and by withdrawal predominantly during registration. The aim of numeracy intervention is to boost confidence and ability. Additionally small group teaching may take place instead of in lesson teaching. Year 9.10 and 11 students may also opt for Additional Maths.

Behaviour and Anger Management and Social Skills Training

Behaviour and anger management and social skills training takes place by withdrawal to the Independent Learning Centre. Here sessions are provided to support pupils to overcome behaviours that are proving to be a barrier to their learning

ASD Social Communication Group

This group supports students to overcome barriers presented due to social and communication difficulties related to ASD. Again students are withdrawn from lessons to access this support.

Sensory Circuit

A sensory motor skills programme run during registration time to support students in being ready for the school day both physically and mentally.

Touch Typing

A touch typing programme is run during registration time to support students typing skills.

Phoenix Group

This small year 7 class supports students with literacy difficulties. Within the class students are taught English, History, Geography, Culture and Beliefs and Literacy. The curriculum is differentiated making it more accessible and allowing for further literacy support and intervention on a more regular basis.

Key Stage 4

Some pupils in Key Stage 4 follow a reduced GCSE curriculum. These students have a access to different options including ‘Study Session’ or ‘Additional English and Maths’ allowing them to access more individual support, boost literacy and numeracy skills and manage GCSE work.

Special Educational Needs and Disabilities Policies

The policies and processes we adhere to in the SEND Department can be viewed or downloaded from the list below.

Please left click on the header to view and/or download a policy booklet

Access Audit

At Marshland High School we believe in equal opportunities for all the children, irrespective of social background, culture, race, gender, physical disabilities or ability. It is our belief that they should provide a learning environment that is motivating, exciting and caring, in order for a child to develop a sense of high self-esteem and academic achievement and to be able to fulfil their potential.

Code of Practice

This document contains the statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities from 0 to 25 years.

Information Report Policy

This is our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs. As required by the SEND Code of Practice June 2014 the governing body of Marshland High School have a legal duty to publish this information on the School’s website. The information published will be reviewed and updated annually.

Managing Medical Conditions Policy (Draft)

Marshland High School is an inclusive community that welcomes and supports students with medical conditions. We provide all students with any medical condition the same opportunities as others at the school by ensuring all staff understand their duty of care to children and young people in the event of an emergency.

Norfolk's Local Offer

As part of the ongoing preparation for the introduction of the Children and Families Act, Norfolk LA is working with partners to produce its ‘local offer.’

Public Sector Equality Duty

Marshland High School is committed to eliminating unlawful discrimination, to advance equality of opportunity and to foster good relations, this policy sets out how we go about this.