We will provide for the local community of Bolton, an educational establishment which will offer full education opportunities for all children aged 11 to 16 years, developing each child to their full potential through:-

  • an environment where children feel welcome, valued and happy
  • a stimulating learning environment where the individual needs of each child are paramount
  • ensuring that each child has access to an appropriate curriculum which takes into consideration the individual child’s needs
  • developing each child to their maximum potential intellectually, socially, physically, spiritually and emotionally
  • a safe, friendly and courteous atmosphere where expectations of staff and pupils are of the highest order
  • encouragement to become autonomous learners
  • working with the parent(s)/guardian(s) for the well being and academic development of their children as partners
  • offering equal opportunities for all, whatever their race, gender, beliefs or abilities
  • offering encouragement and opportunities to all adults working in the school to increase the range of their professional opportunities

(Please be aware SEN refers to the newly termed Education Health Care plan as of September 2016)


This Policy has been written for staff and parents so that it can be clearly seen that it is the intention of the Governors and staff of the school to cater fully for the needs of all the children attending the school.

The school is committed to work with and answer the individual needs of any given child as far as this is possible.

Curriculum Access

The school does have a strong Equal Opportunities Policy based on race, gender, disability and religion. All pupils are given access to the full curriculum, which includes the national curriculum.

This Policy has been written by Staff Governors

The SEN TEAM at BIGS : Ms Shamim Mehmood and Ms Rowshonara Miah

3. Admissions

The School seeks to provide equal opportunities for all children. In each case, the child’s needs, how these can be met at BIGS and with what kind of support, will be carefully considered. All appropriate advice will be sought i.e. from parents and the professionals involved with the child. The School will do its utmost to meet the needs of the child.

4. The Management Of Special Educational Needs

The Governing Body and staff will take on the responsibility for SEN and will monitor the development and implementation of the Policy.

Other SEN responsibilities include :-

  • oversee the day to day operation of the SEN policy
  • support and advise other school staff
  • maintain the school’s SEN register and oversee the records of pupils with special educational needs
  • maintain assessment records and tracking data for SEN data
  • liaise with and support parents of children with special educational needs
  • contribute to the in-service training of staff
  • liaise with external agencies (see Section 8)

5. Allocation Of Resources

To help meet the needs of pupils with SEN, the school has allocated additional resources to:

  • Release the SENCO from a class commitment to enable her to carry out her duties in co-ordinating SEN provision, working with and assessing and monitoring children’s needs and progress.
  • TAs and Bi-Lingual Assistants to work in Key stage 3 to enable children to be supported early in their school career.
  • In Key Stage 4 each age group has been allocated at least one and in some cases two (depending on the need) TAs to work with small groups/individual pupils with S.E.N.
  • Funds will be allocated to enable the SENCO to buy in specialist aids, resources and materials as necessary, according to the child’s individual need.
  • Time for Co-ordinator training and keeping updated with any changes in S.E.N. registration and policies.
  • Inset sessions set aside for issues relating to S.E.N.
  • ICT – children with S.E.N. have access to a computer both in the classroom and computer suite.

6. Procedures For Identification And Assessment Of Children With S.E.N.

The range of special needs is wide and covers:

  • Moderate learning difficulty
  • Severe learning difficulty
  • Specific learning difficulty
  • Emotional/behavioural difficulty
  • Physical disability
  • Sensory impairment
  • Accelerated development/giftedness (See Gifted and Talented policy for further details)

In order to aid identification there are procedures to follow as set out in the SEN Code of Practice.

When a teacher finds that a child is having increasing difficulties in learning or behaviour he/she will consult with and seek advice from the SENCo. If it is felt by the teacher, parents and SENCo that the child needs interventions that are additional to or different from the schools differentiated curriculum and strategies are needed, then Early Years Action/School Action will be put in place.

Early Years Action/School Action

This will require:

  • Adapting some class activities or classroom management to enable the child to take part.
  • Setting targets that are feasible for the child to achieve through an Individual Education Plan (IEP)
  • Possible individual or small group support as appropriate.
  • Informing parents about the progress (usually Parents’ Evenings – earlier meetings will be arranged as deemed necessary).

If the child continues to make little or no progress in learning or in behaviour, the school will seek help from outside agencies (See Section 8). This becomes Early Years Action Plus/School Action Plus).

Early Years Action Plus/School Action Plus

This will require:

  • All those concerned with the child planning a revised programme of work (IEP) and setting new targets.
  • SENCo and TAs to work with and monitor the child closely.
  • Advice to be sought from the appropriate outside agencies (See Section 8).
  • A review date to be set to review progress and provision with the parent.

If the strategies employed in School Action Plus do not result in an improvement in the child’s learning or behaviour, then a statutory assessment may need to be made.

Statutory Assessment

If the decision is made to go ahead with a full assessment parents will be advised and a multi-professional assessment will be carried out. Reports will be written by a Medical Officer, the Educational Psychologist and any agencies already involved with the child.

A Statement of Special Educational Needs provides a description of the child’s educational needs, how those needs can be met and where those needs can be met. It is the responsibility of the school to carry out an annual review of all pupils with a Statement of Special Educational Needs.

7. Parental Involvement

Our School is strongly committed to involving parents in their child’s education.

  • If a child appears to have learning difficulties we consider it vital to inform and involve parents from the outset. Sometimes the first knowledge that a child has problems, particularly medical, is from the parents.
  • If the child develops a temporary change in either behaviour or learning pattern we will ask the parent to initially talk to the Class Teacher and SEN Co-ordinator, who may then consult with the Head Teacher about any action to be taken.
  • The school will always be available to support parents of a child who has an educational need by offering practical advice and support and to reassure the parents that the school has their child’s interest and welfare at heart.
  • When difficulties progress to the point of requiring that referral to the Educational Psychologist is made, our aim would be to have the Parents so well informed of all our efforts on their child’s behaviour or learning, that the referral would be seen as part of our continued efforts to help their child.


The School will liaise with the following external support agencies:

  • Focus
  • Behaviour Support Team
  • Pre-School Support Team
  • School Nurse
  • Child Development Team
  • Educational Psychology Service
  • Clinical Psychology Service
  • Educational Social Worker
  • Social Services
  • Child and Family Services
  • Physiotherapy Service
  • Occupational Therapy Service
  • Service for the Hearing and Visually Impaired.

9. Liaison With Other Schools

Discussions are held with the neighbouring Primary Schools before the children enter BIGS. Any SEN information is passed on via these discussions and reports sent by the Primary School. Similarly, there are discussions between the Year 6 teachers and the Year 7 teachers from the High Schools. All records and paperwork relating to SEN are forwarded to the relevant school.

10. Evaluation Of The Success Of The S.E.N. Policy

Our school aims to review and develop its policy and practice in relation to Special Educational Needs in the light of experience and the outcomes of evaluation. SEN issues are included in the school development plan where appropriate and assessed accordingly. Indicators for measuring success in meeting the special needs of our children include:

  • Incidence of identification of Special Needs – has early identification made a difference?
  • Update of intervention strategies
  • Achievement of targets set on IEPS
  • Achievement of policy objectives
  • Children moving down/off the SEN register
  • The progress of specific projects or initiatives (involvement in target grouping in maths and literacy, use of both literacy and numeracy strategies).

The needs of identified children are chiefly catered for within the classroom, as this is considered the most appropriate place, fits the Equal Opportunities Policy and provides the best access to the holistic curriculum.

Children with special educational needs are included within the school as a whole. They are encouraged to take part in all school activities, e.g. sports, school choir, assemblies, school trips, plays and performances.

This policy recognises the entitlement of all pupils to a broad and balanced curriculum. Our SEN policy also reflects the needs for fully inclusive teaching. The Governing Body will ensure that appropriate provision is made for all pupils with SEN.

There are some occasions when withdrawal into small groups for intensive work is appropriate. This only forms a small percentage of the school week for an individual and is there for a very specific purpose. Initially, it is the class teacher’s responsibility to identify and work with children who have special educational needs. Help and advice may be sought from the SENCo but the responsibility for ensuring that any special need is met still rests with the class teacher. Early identification is an integral part of SEN procedures within BIGS. School will use appropriate assessment tools in ascertaining pupil progress.

11. Dealing With Parents’ Complaints

Any complaints about special educational provision within the school will be dealt with initially by the SENCo. If there are still concerns then complaints will be taken to the Head Teacher and, where necessary, the SEN Governor.