Overton Grange School

Serving our local community since 1997



Secondary School Local Offer 2014


Year 7 Catch Up Statement

Year 7 Catch Up StatementL









At Overton Grange School we are committed to providing and inclusive curriculum to ensure the best possible progress for all students, whatever their needs or abilities. This includes the Opportunity Base for hearing impaired students who have a Statement of Educational Needs / Education and Health Care Plan. Not all students with disabilities have special educational needs (SEN) and not all students with SEN meet the definition of disability, but this policy covers all of these students.


Students have SEN if they have a learning difficulty which calls for special educational provision to be made for them


Students with a disability have SEN if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area.


Reasons for the policy


  1. To comply with the SEN Code of Practice required by law.
  2. To enable all students with SEN to gain the fullest possible access to the curriculum and life of the school, whilst meeting theirindividual needs.
  3. To maximise the opportunity, independence, participation and achievement or all students according to individual needs and wishes.
  4. To reinforce the need for teaching that is fully inclusive and to recognise that every teacher is a teacher of SEN. This includes ensuring that appropriate CPD is available to staff.
  5. To ensure the effective provision of support within the Opportunity Base (Hearing Support Department).


What is the policy going to do?


  1. Apply the SEN Code of Practice efficiently and effectively.
  2. Offer to each student with SEN a “broad and balanced curriculum” differentiated for his/her individual needs.
  3. Liaise with parents/carers and outside agencies to support the students with SEN  and to maintain links with other relevant agencies
  4. Ensure that the provision of special needs education is compatible with the interests of other students and to take into account the efficient education of other students and efficient use of resources available to the school.
  5. Aim for the inclusion of special needs students into the classroom and inclusion into broader school life.
  6. To give transparent resourcing to SEN and to monitor the use of the SEN budgets
  7. To achieve a level of staff expertise to meet student needs





Management of SEN within School:


The head teacher and the governing body have delegated the responsibility for the day to day implementation of the policy to the Special Educational Needs Co-ordinator (SENCO).

All school staff have a responsibility for students with SEN.  All teachers are teachers of SEN. Staff are aware of their responsibilities towards students with SEN, whether or not students have a statement of SEN / Education and Health Care Plan (EHCP). A positive and sensitive attitude is shown towards those students.  Staff responsibilities are identified in individual job descriptions.

Teaching Assistants (TAs) play a major role in the support of students with SEN. The rationale for the deployment of TAs is to focus on the needs of individual students and to support them in accessing the curriculum and other aspects of school life as independently as possible.

In line with the recommendations in the SEN Code of Practice 2014, the SENCO (with the SEN team) is responsible for:

  • overseeing the day-day operation of this policy
  • identifying and assessing students with SEN
  • co-ordinating provision for students with SEN  that is additional to or different from that which is available to all students
  • liaising with and advising teachers, including ensuring that all staff are aware of students with SEN
  • managing teaching assistants
  • overseeing the records of all children with SEN, including tracking progress
  • liaising with parents of children with SEN (in conjunction with other relevant staff)
  • contributing to the in-service training of staff
  • liaising with external agencies including the LA’s support and educational psychology services, health and social services, and voluntary bodies
  • liaising with the School Business Manager  and Headteacher on the allocation of SEN budgets
  • liaising with relevant staff and LA to support the admission (including mid-term admission) of students with SEN


The SENCO is responsible for reporting to the Headteacher on the day-day management of the SEN policy.

Criteria for success


1.         Students make progress in line with or exceeding the targets.

2.         Parents/carers and students are satisfied with the way the policy operates – shown through annual review, parents’ evening and other communications.

3.         Procedures in the SEN Code of Practice are complied with.




Monitoring and evaluation


  1. Individual progress will be tracked and evaluated via the school’s academic tutoring system, school assessments including examination analysis and Annual Statement / EHCP Reviews.


  1. Heads of department will ensure that members of their team have accurate records of students with SEN  and that they are following school procedures in ensuring that their needs are met.


  1. The governors will appoint one of their number to liaise with the SENCO and to monitor the implementation of this policy.


  1. The SENCO will report to the governing body once per year on the operation of the SEN policy, including statistics on the number of SEN and statemented / EHCP students, a statement of their progress and the allocation of the department’s resources.


Other matters


Complaints:   In the first instance a parent/carer should discuss any problem or complaint with the SENCO. If it is not resolved it should then be put in writing to the Headteacher, and if still not resolved it will be handled in the same way as the laid down complaints procedure.