SEN Information Report

What types of SEN do we provide for?

This is a maintained day special school for children aged 11-16 years.  Children will be provided with an appropriately paced and differentiated curriculum.  The school is accessible for wheelchair users and is on one level.

The pupil’s needs will be complex and significant in at least two areas of need as described in the SEN CoP.  These are likely to be in the areas of cognition and learning (moderate learning difficulties), communication and interaction (autistic spectrum disorder and/or speech and language difficulties). The pupil may also have associated behavioural, emotional and social difficulties.  In addition pupils may have sensory or physical difficulties.

All pupils that attend the school will be under assessment or have a statement of special educational needs or an education healthcare plan.

Admissions to the school are within the admissions policies on the website.


What is our approach to teaching pupils with SEN?

At Southall, we believe that effective learning can only take place as a result of good teaching and that is what we strive for in every lesson. It is recognised that learning takes place not only in the classroom, but also outside the classroom. We aim to ensure that the students at our school are provided with high quality learning experiences that lead to a consistently high level of individual achievement, both academic and social. More information is available in our learning & teaching policy.

This year we have successfully reviewed our staffing structure in order to meet the changing needs of the current and future students.

How do we adapt the curriculum and learning environment?

Our curriculum is designed to encourage and promote enthusiasm for learning. Our individualised approach provides increasing opportunities for developing personalised learning programmes to meet individual strengths and needs.  Students have access to a broad range of activities and experiences to enable them to become mature, confident and competent young adults to make positive, lifelong contributions to our society and changing world.

  • It is recognised that learning takes place in an environment which is:
  • Challenging and stimulating
  • Peaceful and calm
  • Happy and organised
  • Well resourced
  • Makes learning accessible
  • Encouraging and appreciative
  • Welcoming
  • Provides equal opportunities
  • Provides a working atmosphereOur curriculum policy and statement is available on our website. 

 How do we enable pupils with SEN to engage in activities with other pupils who do not have SEN?

We aim to provide opportunities for our students to engage with pupils who do not have SEN through a wide range of activities, including college links, sports activity days and a number of events attended alongside mainstream peers.


How do we consult parents of pupils with SEN and involve them in their child’s education?

We believe that students are always more successful when parents and staff work together in their best interest. We ask parents to support the school by showing an interest in their child’s work and social development and ensuring that homework is completed carefully.

All pupils have an annual review or EHCP review meeting to which parents are invited.During the meeting, parents, the student and a range of appropriate professionals meet to review the EHCP or statement and educational progress. It is during this meeting that any changes are discussed and targets are set for the next 12 months. At the end of Year 9 the EHCP Transfer Review also includes a transition element which begins to map out post-16 opportunities and options.

All parents are invited to a parent/tutor consultation evening. This is a meeting held in school where the focus is very much about ensuring all concerned have a shared view about the progress your child is making and any additional support, equipment or provision they may need.

All parents also receive an end of year report. This is a written report which summarises your child’s progress in all the National Curriculum Subjects; it is completed towards the end of the summer term.

Parents are welcome to request less formal meetings at any point in the year. This is actively encouraged as we feel that sharing information between parents and school best promotes the learning and success of each child.

How do we consult pupils with SEN and involve them in their education?

Pupils are involved in their annual review/EHCP meetings. Pupils have the opportunity to contribute to their formative assessment through the marking scheme which identifies what went well and next steps.

We have a student council which were elected by their peers. The council meet fortnightly and contribute towards the decision making process for the school. The school council and other students are regularly involved in staff recruitment.



Every student who attends the school agrees to follow the school values.

How do we assess and review pupils’ progress towards their outcomes?

At Southall School we have clear aims for assessment, recording and reporting on student’s progress. These aims are:

  • Provide an educational environment where individual needs are met to enable each pupil to achieve their academic potential by:
  • Planning and implementing a broad, balanced and differentiated curriculum according to need.
  • Offering a broad range of academic and vocational subjects at examination and accreditation level.
  • Recognising the difficulties some pupils may encounter and put in place intervention strategies to help them progress further.


Procedures include a baseline assessment, monitoring and marking, annual reports and annual/EHCP transfer report.Parents and pupils have three meetings a year to discuss/plan for the current and next year. These are:An annual/EHCP transfer review

Parents and pupils have three meetings a year to discuss/plan for the current and next year. These are:

A tutor meeting

An annual/EHCP transfer review

An annual subject review

The assessment packages that are used within school are Connecting Steps for core subjects and internally developed tracking grids for foundation subjects.

We have had 141 reviews this year. We followed the LA timetable for transfer review focusing on year 9 and year 11. All reviews were returned in a timely manner. Following the withdrawal of curriculum levels we have been investigating alternative measures of tracking progress.

How do we support pupils preparing for adulthood?
We have a keystage 4 work related learning programme linked to local colleges. Some students access life for living skills. Students in year 11 enter a work experience programme of either a work placement or a series of world of work visits for those students with more complex needs.

Through the curriculum we support students preparing for adulthood and more details of this can be found within our PSHE & citizenship policy and our sex education policy.

How do we support pupils with SEN to improve their emotional and social development?
As a school we aim
• To help each student develop their academic, social and practical abilities
to their highest level.
• To help each student achieve self-confidence, initiative and independence.
• To create a caring, sharing and learning school community with relationships based on mutual trust and respect.

We do this by:
• Maintaining a PSHE profile for every student which highlights individualized targets.
• Running a social skills programme
• Supporting the students in using restorative practices

We work to support our students’ understanding of the local and wider communities. We do this in engaging in fundraising activities at a local and national level. This year we have participated in:
• Children in need
• Sports relief
• Red nose day
• Macmillan
• Hope House

What expertise and training do our staff have to support pupils with SEN?
All staff have clear job descriptions that detail the required qualifications for each post in school.

There is an ongoing programme of training and updates that is managed by the SLT. This includes for instance MAPA, ELKLAN, moving and handling, Makaton, epilepsy awareness, asthma awareness, diabetes awareness. In addition to these we also support staff in professional development and this year have supported Level 2 teaching assistant qualifications, Level 2 ICT qualifications, masters qualifications and more as well as professional development through conferences and networking.

Staff are encouraged to identify courses that they would like to attend through the Local Authority, Teaching School and other provisions.

We have a range of trainers in school who train staff on Makaton, MAPA, Moving and handling and more.

How will we secure specialist expertise?
A range of professionals support the students at school through the provision in the statement of their SEN or EHC plan. Referrals are also made for students according to their need. This may include:

Sensory Inclusion Service
Occupational Therapists
Links with Hope House

The school employs staff to deliver programmes directed by speech therapists and occupational therapists. All staff implement professional advice as appropriate.
How will we secure equipment and facilities to support pupils with SEN?
We are a maintained special school whose equipment and facilities are provided through the local authority.

In recent years we have had upgraded facilities in school that we have continued to maintain and upgrade. These include an accessible sports hall, sensory room, therapy room, soft room.

We consider bids for funding on a regular basis and have been successful in bids from the Big Lottery Fund, Children in Need, Mercer Trust, Wolves Trust. This year we are submitting a bid to the Lord Taverners’ Trust for a new minibus.

How do we involve other organisations in meeting the needs of pupils with SEN and supporting their families?
The SEN information report and the school offer link to Telford & Wrekin’s Local Offer.

The Local Offer provides information on what services you can expect from local agencies including education, health, social care and leisure.

We also have students from other authorities, links to their local offers are below:

As well as the local offer directly work with social care services and health. In the last year we have developed the role of our Pastoral Care Officer to liaise with agencies and families.
How do we evaluate the effectiveness of our SEN provision?
We monitor each aspect of the school provision progress and achievement; teaching and learning; behaviour and safety; leadership and management and report this to the Governing Body. Pupil progress is monitored through a number of systems including our progress application – Connecting Steps, internal monitoring systems and annual reviews.

The governing body use a range of evidence to act as a critical friend and hold the school to account. Governors write an annual report on their work which can be found under the governors section of the website.

We listen and respond to external evaluation of the effectiveness of our school, for example Ofsted

We regularly ask families to tell us their views of the effectiveness of the school and respond to these comments accordingly

We regularly ask pupils to tell us their views of the school, particularly what they would like to improve, via the Student Council. These views are responded to accordingly.

How do we handle complaints from parents of children with SEN about provision made at the school?
We have a complaints policy which is available on the website and on request from the school office.

Who can young people and parents contact if they have concerns?
All parents have the opportunity to contact the tutor through home-school books in KS3. They also have the opportunity to contact school via phone or email. Visits to school are welcomed and encouraged.

Parents are requested to contact the school office and the appropriate person will get back to them.

What support services are available to parents?
The Pastoral Care Officer is available for support to parents. Telford & Wrekin and our neighbouring authorities have comprehensive local offers detailing support for parents.

The school has information and have links with IASS and PODS.

Leaflets offering various support are available in school.

Where can the LA’s local offer be found? How have we contributed to it?

Telford & Wrekin Council reviewed the school’s offer as part of their own local offer. The schools offer can be found on the website.