Curriculum

Special Educational Needs Provision at Penair School



All students at Penair School are entitled to an inclusive education. Students that are identified as needing additional support with their learning are added to the school’s Record of Need. This ensures that staff are aware of their barriers to learning and the provision they need to access our broad curriculum. Their progress is monitored by the class teacher, Head of Faculty, Director of Learning and also by the school’s Director of Inclusion, Ms Vikki Edgeler. Students can be placed on (or taken off) of the Record of Need at any stage of their school life and have most often already been identified by their primary school.

Students with additional learning needs may be struggling with literacy including Dyslexia or find numeracy challenging.  Some of our students have a diagnosed condition such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder. Others may have a physical or medical condition that affects their ability to access learning. Ms Edgeler ensures that their learning experience is positive and that they have the same opportunities for success and enjoyment as all students.

Most students on the Record of Need simply require a slightly different approach to teaching in the classroom in order to make good progress.  Teachers are advised of the strategies required to ensure each student has the best possible chance of reaching their potential. They receive training about SEND through continued professional development. In some cases, students may require additional intervention, such a literacy/numeracy support or social skills support. This is delivered as a set programme in a small group with trained specialists, for example Read, Write, Inc or nurture group sessions.  If a student is still unable to make expected levels of progress, we will engage external professionals such as the Educational Psychology Team, Behaviour Support Service or the Autism Spectrum Team for advice and support. It may be appropriate that some students follow a bespoke and personalised timetable with the support of outside providers.

The recent change to the Children and Families Bill affects the way in which schools are expected to support students with additional learning needs. The new SEND Code of Practice was introduced on September 1st 2014 which places greater emphasis on early identification of needs and the importance of ‘quality first teaching’. The draft version of this document can be found at www.gov.uk search: Draft SEND Code of Practice

Useful information:


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