Special Educational Needs and Disability Policy

This policy reflects the requirements of the Special Educational Needs and Disability Act introduced to promote higher standards for all pupils, in Urmston Grammar School, including those with SEN, thereby promoting greater inclusivity in respect to all aspects of their educational provision. Children have Special Educational Needs if they have a learning difficulty or disability that calls for special educational provision to be made for them.


Throughout this document the following definitions will apply:

Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age; or
  • 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 LEA.

Children are disabled if:

  • S/he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.

Children have a disability if:

  • S/he has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.

Inclusivity refers to the policies of a school relating to cultures policies and practices to ensure pupils are able to access the learning opportunities.

Key principles of this policy

  • That all pupils are entitled to access a full and meaningful curriculum provision regardless of any learning difficulties or disabilities;
  • That identified and/or notified Special Educational Needs and/or disabilities will be acted upon with efficiency and sensitivity;
  • Reliable  and  pertinent  interaction between educational  facilitors,  pupils and parents/guardians can be expected;
  • Staff will be provided with INSET to inform and/or update them on typical difficulties encountered with any particular Special Educational Need;
  • That UGS will comply with updated Governmental educational policies in accordance with required time lines;
  • That Urmston Grammar School views SEN and Disability issues as being of concern to the whole school.


UGS offers a wealth of learning opportunities that are in addition to those provided for the whole school body and which meet the specific needs of the individual pupils. Whilst the approach can be informal or formal, or both, all remedial educational actions are recorded and outcomes evaluated as part of the identification and MER aspects of our practices.

1. Identification

Pupils with already identified Special Educational Needs who enter UGS in any year can expect to have:

their needs assessed and appropriately actioned as soon as is practicable upon their admission;

  • their needs formally communicated to teaching staff;
    • their Special Educational Needs records reviewed and updated for as long as they remain on the Special Educational Needs List;
  • a continuation of support by external agencies, when appropriate.


Pupils who enter UGS without any Special Educational Needs already identified, but who cause concern to staff and/or parents at any stage of their schooling at UGS, can expect:

  • to have the reported concern(s) investigated;
    • all staff to be requested to provide written reports on their professional view of the reported concern(s)supported, where necessary, by photocopied evidence;
    • external agencies to be involved, when appropriate, with the diagnostic process and with consideration of appropriate supportive action.

2. Handwriting

For those pupils – usually in Year 7 – who are identified as having significant handwriting difficulties throughout he first term of Year 7, a club is provided which provides handwriting improvement activities.

  • Pupil attendance at the weekly sessions is voluntary, but repeated failure to attend will result in the offer of support being withdrawn;
  • Following an identification of need pupil and parents are informed and a request made to join the support groups – the notification letter takes place near to Christmas;
  • In cases of large groups of pupils being identified as being in need of specific support, a rota system will be applied with blocks of approximately seven weeks being offered;
  • Continuation and consolidation activities will be provided after the course of rota sessions;


3. Special Needs List

  • Supportive measures are in currently in place, or will be added as appropriate. We believe these will be more effective when supported by parents. The supportive measures include strategies to address identified difficulties such as poor organisational skills, low level behaviour difficulties, homework defaulters etc. Receipt of support in these, and associated difficulties, does not automatically initiate the placement of a pupil’s name on the Special Educational Needs list. When initial support is deemed insufficient then registration on the Special Educational Needs list at School Action will take place following further communication with the pupil, staff and parents.
  • The functions of UGS’s Special Educational Needs List:
    • UGS implements IEPs at School Action, School Action Plus and Statement levels;
    • Placement on the UGS Special Educational Needs can be for learning difficulties or for a physical or mental impairment;
    • Placement on the UGS Special Educational Needs list will apply as long as the additional support is deemed as being necessary for the specific pupil to continue to make progress in line with his/her peers in accordance with his/her physical or mental capabilities;

4. Individual Education Plans

  • IEPs consist of approximately three pupil-specific targets together with suggested implementation strategies, measurable outcomes, target achieved recording and acknowledgement of the pupil’s strengths and weaknesses. Additionally there is space for the individual teacher to write further comments when appropriate;
  • Where a pupil receives external support from specialist agencies then a separate IEP or programme of study is devised and shared with pupil and parents;
  • Pupils, parents, staff, and where necessary external agencies, are involved in the devising of IEPs;
  • IEPs are reviewed in accordance with Code of Practice guidelines;
  • New IEPs are not put into operation until both pupils and parents are satisfied with the content of the IEP.


5  Extra Support       

  • Each Wednesday, a rota of small group sessions is scheduled for those pupils who are in need of extra specialist support with aspects of spelling and grammar.
  • These sessions are currently taken by Mrs Wenham.
  • The times of the sessions are altered after each six to seven week block to prevent the same lessons being affected by the pupils’ attendance at their session.
  • The sessions will usually be for between 35 and 50 minutes, depending on how many pupils are in the group.
  • Mrs Wenham keeps detailed records of progress.

Exam Access Arrangements

For the year beginning 2008, changes have been made to the access arrangements procedures.

These have already been studied and new materials have been purchased for the required testing data.

It is anticipated that all deadlines set will be met for applications to be made.

Involvement of External Agencies

  • When it is deemed appropriate, external agencies will be involved in the additional educational provision for individual pupils at Urmston Grammar School.
  • All involvement is coordinated by UGS’s SENCO and reported to parents.

8. Communication

  • UGS firmly believes that maximum benefit from additional educational support works best when all parties are in regular contact. Accordingly, personal, written and telephone contact from pupil and/or parent is readily accepted by the SENCO. Communication from school to home is documented for further reference when necessary. All pupils’ Special Educational Needs files can be viewed by parents upon request – an appointment will be required; requests by pupils to view their Special Educational Needs files will need to be authorised and supported, in writing, by the parent.
  • Parents receive updated information relating to the content of this policy via the governing Body’s Annual Report to Parents.
  • Parents are advised that complaints should, in the first instance, be addressed to the SENCO of UGS. A failure to resolve the issue to the satisfaction of the complainants will necessitate the involvement of the Headteacher, followed by reference to the Governing Body. At all times, amicable resolutions are sought as they are perceived to be in the interests of the individual pupil.
  • The nominated Special Educational Needs Governor is in regular contact with the SENCO and is involved with a variety of monitoring and evaluative activities including observation of specific pupils with identified special educational needs.


9. Monitoring. Evaluation and Review

This policy will be next reviewd July 2010


Contact Points

SENCO – Mrs B Murray & Mrs C Meakin

Principal – Mrs R S Wall

Special Educational Needs Governor – TBA, contactable via Urmston Grammar School Chairman of the Governing Body – Mr. E. May, contactable via Urmston Grammar School

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