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Our Approach as a School:

High quality first teaching and additional interventions are defined through our person-centred planning approach across the school contributing to our provision management arrangements. These processes help us to regularly review and record what we offer all children or young people in our care and what we offer additionally.  These discussions also serve to embed our high expectations amongst staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners. This is a whole-school approach and this report will promote how we underpin this practice across our classrooms, pastoral care and support arrangements.

All teachers are responsible for every child in their care, including those with special educational needs. At St Francis Xavier’s, ‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.’ (Code of Practice, 2014)

Assess:  In assessing a young person, school will carry out an analysis of the pupil’s needs, drawing on teacher assessments; reading and spelling scores; the experiences of the pupil; previous progress and levels of attainment. The individual’s progress is compared to that of peers and national data is also used in this initial assessment period. Pupil and parental views are sought, as are those of outside agencies who are involved in the assessment process. Any parental concerns are actively listened to and recorded. Assessments are reviewed every term in school.

Plan: We recognise that we must formally notify parents if their child is being provided with SEN support, despite prior involvement or communication. The teacher and SENCO agree, in consultation with parents and pupils, the adjustments, interventions and support to be put in place, as well as expected impact on progress (outcomes). A clear date is set for review.

Do: The school’s SENCO supports the class or subject teacher in problem-solving and advising on the effective implementation of support and in further assessments. The teacher remains responsible for working with the child and, where the interventions involve group or one to one teaching away from the teacher, they remain responsible for overseeing this and working closely with Teaching Assistants or specialist staff to plan and assess the impact of support and how they can be linked to classroom teaching.

Review: Reviews are carried out on an agreed date. Some children have an EHCP (Education, Health and Care Plan) which has replaced the Statement of Educational Need. These must be reviewed by the local authority in partnership with the school, at least annually. These reviews are arranged at school and are part of the SENCO’s role. When we review, we evaluate the impact and quality of the support and take into account the views of the parents and pupils. This feeds back into the analysis of the pupil’s needs. The teacher working with the SENCO will revise the support in light of the pupil’s progress and development and any changes to support and outcomes will be made in consultation with the parent and pupil. We strive to provide clear information to parents about the impact of support and interventions provided, thus enabling them to be involved in planning next steps.

In transition to another setting, information to be passed on will be shared with parents and pupils and this may involve others being present at review meetings and the SENCO attending meetings offsite to support the transition process.

Having consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach and these are discussed with the professionals that offer the support to your child/young person and hold both our internal/external providers and ourselves to account. 

SEN Needs: 

Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

Communication and interaction

How this is supported at St Francis Xavier’s:

  • Lunch time Games Club to encourage and develop communication skills
  • Outreach Support (e.g, via Abbot’s Lea Outreach Team)
  • Staff and Teaching Assistants have received high-level training
  • A library of resources in SEN area, giving strategies to support students with difficulties in this area
  • Involvement of other outside agencies( e.g, The Educational Psychology Service; Speech and Language Service)
  • Access to Teaching Assistants

Cognition and learning

How this is supported at St Francis Xavier’s:

  • Literacy Intervention Programmes
  • Numeracy Intervention Programmes
  • Access to Teaching Assistants
  • Small class sizes
  • Referral to external agency( e.g, The Educational Psychology Service)
  • Literacy support via Childwall Abbey School Outreach Team
  • Differentiated equipment according to need (e.g., coloured overlays).

Social, emotional and mental health

How we support at St Francis Xavier’s:

  • Work with outside agencies(e.g, CAMHS-Child and Adolescent Mental Health Service; Educational Psychology Service; ADHD Foundation)
  • School Counsellor( Nugent Care Society)
  • Buddy mentoring
  • Teaching Assistant support
  • Break and lunch-time passes (LRC; Games Club)
  • Outreach Support (e.g, Hope Outreach Team)

Sensory and/or physical needs

How we support at St Francis Xavier’s:

  • Staff and Teaching Assistant training
  • Enlarged copies of texts
  • Sensory Outreach Services
  • Use of ICT


As of September 2016, we have 180 young people receiving some form of SEN Support.

Co-producing with children, young people and their parents 

Involving parents and learners in the dialogue is central to our approach and we do this through:

Action/Event Who’s involved Frequency
Telephone calls SENCO/Assistant SENCO/parents As required
Meetings SENCO/Assistant SENCO/parents/outside agencies/ young person As required
Feedback sheets SENCO/Assistant SENCO/parents/ young person 2/3 times per year


Staff development and Qualifications

We are committed to developing the ongoing expertise of our staff.  We have current expertise in our school:


Name of Person Area of Expertise Level of Qualification
S. McDonald English/SEN B.A. (Hons) English; PGCE; National SENCO Award
L. Grace SEN B.A. (Hons) Learning, Development and Support; Post-Graduate Certificated in Special Educational Needs (award pending)


This year, we have put in additional training into supporting students with Autism Spectrum Condition (Abbot’s Lea School) ; Manual Handling to support our students with physical disabilities(St John Ambulance); training on how to support students with dyslexic-type literacy difficulties. Our SENCO also attends the School Improvement SEN Briefings in March and November. 

Staff deployment 

Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, this includes for them to gain independence and are prepared for adulthood from the earliest possible age.

Our support staff (Teaching Assistants) are deployed, in the first instance, to support students with an Education, Health and Care Plan (Statement of Educational Needs). Teaching Assistants are also assigned to set 4 classes throughout school. Each year group has a set 4 class, which is a small, nurture group of a substantially reduced size. The average size of these classes is 12 students. Teaching Assistants work closely with subject teachers in these classes to ensure the students are given sufficient 1:1 support and attention in order to increase the rate of progress.

Our Teaching Assistants have also been trained to deliver Literacy intervention Programmes.


Our notional SEN Budget this year is £525,296 and the expenditure breakdown of that income is as follows:

  • Support staff = £173,428
  • Commissioned external services = £4850 (CAMHS)
  • Additional teaching resources = £2,750
  • Training = £3000
  • School Counsellor = £9828
  • SEN advisory teacher = £8000
  • Staff salaries for small class teaching(set 4) = £172,230
  • Senco and Asst Senco = £73,160
  • Intervention for literacy and numeracy = £17,000
  • Curriculum support = £20,000
  • Contribution towards revision material = £20,000
  • Subject specific support = £10,000
  • Provision of ICT equipment = £6000
  • GEMS initiative = £5050

A full list of our external partners who we work with can be found in our contribution to the Local Offer.  Extending our school approach, we commission using an outcomes-based approach.  This enables us to hold our partners and ourselves to account.

School External Partnerships and Transition Plans 

Our academic assessment for children and young people with special educational needs is moderated through our cluster of schools and neighbouring partners.

This year, we worked with our feeder partners to welcome 51 children and young people with special educational needs or disabilities and we supported 18 children and young people transition to the next phase in education or employment.

Our approach involved: A Teaching Assistant spending time in our feeder primaries in the summer term; meetings with parents; additional transition visits for young people transferring; Careers interviews for students moving on to education, employment or training; liaison with colleges and sixth forms and  mentoring for Year 11 students.

We closely monitor children and young people’s destination data.


Our complaints procedure is available via the school website.

This year we have 0 SEN complaints that were dealt with following our schools policies and procedures.

 What has worked well over the last year:                                                                                                                                     

  • Introduction of experienced volunteers to deliver additional literacy and Maths in order to narrow the gap between pupils identified as SEN Support and their peers
  • Capturing pupil voice to demonstrate that children and young people feel supported and happy in their setting
  • The proportion of students at SEN Support and with Statements/ EHC Plan making and exceeding expected progress
  • The proportion of young people identified as SEN Support who have continued into education and employment placements after leaving their present educational setting
  • The proportion of pupils identified as SEN Support participating in extra- curricular activities
  • The proportion of pupils identified as SEN Support represented in specific groups (e.g. School Council)

 Further development 

Our plans for developing and enhancing SEN provision in our school next year include:

  • Continued planned lesson observations
  • Continued support of subject teachers
  • Further learning walks
  • Further evaluation of data
  • Further development of pupil and parent feedback and how this impacts on development.
  • Continued professional development for Teaching Assistants, SENCO and Assistant SENCO


Relevant school policies underpinning this SEN Information Report include:

The SEN Policy; Teaching and Learning Policy; Marking Policy; Equal Opportunities Policy


Legislative Acts taken into account when compiling this report include:

  • Children & Families Act 2014
  • Equality Act 2010
  • Mental Capacity Act 2005


SEN SFX Documentation can also be found here.