Special Educational Needs (SEN)

Every teacher at Sale High School is regarded as a teacher of special educational needs and is responsible and accountable for the students in their class. The SENCo advises teachers and manages intervention to support students with special educational needs. We have a team of experienced and dedicated Intervention Leaders and an Aspire Inclusion centre to meet the varying needs of our students.


What is Special Educational Need?

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.  Children have a learning difficulty if they:

    Have a significantly greater difficulty in learning than the majority of children of the same age;
    Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
    Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

How are Special Educational Needs identified?

Special Educational Needs are usually identified by a students Primary School.  On transition to Sale High School, students with SEN will have been identified by Primary school staff and relevant information is passed to Mrs Walter, SENCo at Sale High School.

Sometimes Special Educational Needs are identified during secondary school.  Rigorous assessment in the classroom, Cognitive Ability testing and reading tests are all used to identify students who may be struggling to access the curriculum.  If a student fails to make the expected progress over a period of two terms, school will carry out some further educational tests in order to identify the area of difficulty.

How are Special Educational Needs supported?

If a pupil is identified as having a Special Educational Need, the first action is to make all subject teachers aware of this need.  Subject teachers are then required to support the students learning, through a variety of classroom based strategies; for example, they provide opportunity for over learning, provide specific work to help the student, move the pupil closer to the front of the classroom, provide a reading ruler or access to a computer.

If a pupil continues to have difficulties, Mrs Walter will coordinate a Pupil Profile for the student, which may involve the student accessing a computer intervention programme or joining a small group to work on a particular set of skills.  Intervention Leaders are present in a lot of the lessons at Sale High School and one of their roles is to be aware of students needing additional support and to support their learning in a classroom.  Sale High also runs a homework club for those students who may need adult support to complete their homework.

Statmented Students or those with an Education, Health & Care Plan

If a pupil has a EHCP they will be allocated a named Keyworker, who will oversee their support in school and will provide a link between home and school.  A student with a EHCP will receive support in lesson and tuition for specific areas of difficulty.  Regular Education Planning Meetings are held as well as a formal statement review, to ensure that your child is making the expected progress and more.


Further information

For further information, please contact a member fo staff, or view our full SEND policy and SEN Information Report.

Job Role

Member of Staff

Special Educational Needs Coordinator

Mrs Walter

Assistant Special Educational Needs Coordinator

Mrs E Parry

ASPIRE Manager

Mrs H Davies

Assistant Headteacher Culture and Ethos

Mrs J George


SEND Policy



SEN Information Report