• ‘The inclusive culture of the school means that more pupils with SEN and/or disabilities are choosing to join the school.’ Ofsted 2018
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Special Educational Needs & Disability

All teachers at Congleton High School are teachers of all students and that includes students with a special educational need or disability.  All work is appropriately differentiated to meet the needs of students in every lesson.  Subject teachers make  assessments of student progress and attainment three times a year.  Where quality first teaching is not sufficient to secure progress for a student, a department-based intervention programme will be offered.  This may be small group withdrawal for extra tuition or active support in school with behaviour, homework tasks and timekeeping.

Students who have less than expected progress in maths or literacy may be offered small group intervention programmes for a fixed period.  Others may be taught in a small set (less than 12 students) for the academic year. Older students may have one option block to use for extra support in maths or literacy.  Some choose to follow the ASDAN programme in Year 10 and 11, allowing for small group work with a Higher Level Teaching Assistant (HLTA) and individualised learning of life skills and social skills.

The Special Educational Needs and Disabilities Co-ordinator (SENDCO), with the support of a team of Teaching Assistants, can offer short-term, structured interventions for literacy and/or social interaction skills, as well as offering subject-based support.  A suite of rooms, known in school as ‘XL’, is available to SEN support staff for teaching these interventions and also provides a safe haven for students at break and lunchtime should they need it.

Some students with SEN will need ongoing support with learning, throughout their school life.  These will fall under the heading of ‘SEN support’ and will be kept on a register in school so that all teaching staff are aware of their needs.  Appropriate outside agencies will be asked to assist school in providing programmes of support and in carrying out further assessments as needed.

Students requiring additional support will have the costs of the first part of that support met by the school’s own resources.  Only when a severe difficulty is indicated would any top-up funding be provided by the Local Authority.  This would be managed through an Education, Health and Care Plan (EHC Plan), replacing the previous system of statements and statutory assessment.  Students who already have statements will be consulted, along with their parents, as to whether they wish to maintain the statement for the time being, though all statements will be phased out over a three year period, being replaced with the new EHC plans as appropriate.

The SEN Code of Practice requires the school to publish an SEN Report (Congleton High School Special Educational Needs and Disability Report).  This gives more detail about what parents and carers can expect from our school.  You can download this report, along with our SEN Policy, using the link below.  Further information can also be found on the Cheshire East website.

SEN Report - Congleton High School Special Educational Needs and Disability Report
View our SEN policy via our School Policy Documents section


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  • ‘The supportive culture of the school means that many pupils help each other alongside the support that they receive from their teacher.’ Ofsted 2018
  • ‘Teachers plan learning that is appropriate to the needs of the pupils. As a result, pupils, including those who are disadvantaged, are more engaged in their learning.’ Ofsted 2018