SEND

Special Educational Needs and Disabilities (SEND) at Ferryhill School

Read our 2026/27 SEND info report, Click here

At Ferryhill School, we are committed to providing an inclusive, ambitious and supportive education for every student, including those with special educational needs and/or disabilities (SEND).

We have high expectations for students with SEND. We aim to identify needs at the earliest opportunity, remove barriers to learning and participation, and provide appropriate support that enables students to make progress from their individual starting points and participate fully in school life.

Our provision supports students across the four broad areas of need identified in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health; and sensory and/or physical needs.

How we identify and assess SEND

Identification of SEND is an ongoing process. We build a rounded picture of each student by drawing on information from primary schools and other settings, parents and carers, student voice, teacher observations, assessment and progress information, attendance, behaviour and engagement, screening and assessment, and information from health and other professionals where appropriate.

Where a student is experiencing difficulties, we consider their strengths, needs, barriers to learning, progress and the support already in place. The SENDCO may coordinate further assessment or seek specialist advice where appropriate.

A diagnosis is not required for a student to receive appropriate support.

Our approach to SEND provision

High-quality, inclusive teaching is at the heart of our SEND provision. Teachers remain responsible for the progress and development of all students in their classes, including those with SEND.

We use the SEND Code of Practice graduated approach: Assess – Plan – Do – Review. We assess the student's needs and strengths, plan appropriate provision and intended outcomes, put agreed support into practice, and review its effectiveness. Support plans are reviewed termly, with parental involvement where appropriate, and student voice is included within review cycles.

Provision is matched to individual need and may include reasonable adjustments and adaptive teaching, targeted literacy or numeracy support, individual or small-group intervention, support with organisation and independence, social and emotional support, pastoral support, specialist resources or technology, transition support, the Learning Support Centre and, where appropriate, our Additional Resource Centre (ARC).

Our ARC is based on the principle “Achieve – Reset – Continue” and provides an inclusive learning environment for students who may, at particular times, require additional support away from the mainstream classroom. It is not intended to replace mainstream education; where appropriate, students continue to access mainstream lessons and the wider life of the school.

Reviewing progress and impact

We want to know that the support we provide is making a positive difference.

We evaluate SEND provision through assessment and progress information, SEND support-plan reviews, monitoring of interventions, student and parent/carer feedback, teacher feedback, observations and learning reviews, attendance and engagement information, EHCP outcomes and advice from specialist professionals.

Where support is not having the intended impact, we review it and consider whether provision should be adapted, changed or intensified, or whether further assessment or specialist involvement is required.

Working in partnership with students and families

We recognise that successful SEND provision depends on strong relationships between students, families and school.

Parents and carers are important partners in supporting students with SEND. They may be involved through initial discussions about identified needs, SEND support planning, review meetings, EHCP annual reviews, progress information, parents' evenings, communication with the SENDCO, transition planning and discussions with external professionals where appropriate. We encourage families to share their knowledge of their child's strengths, needs, interests and circumstances.

Student voice is equally important. Students are encouraged to understand and contribute to decisions about their learning, strengths, support, individual targets, interventions, reviews, transition arrangements and preparation for further education, employment and adulthood.

Staff expertise and professional development

SEND is a whole-school responsibility. Staff training and professional development are informed by the needs of our students and may include SEND awareness, communication and interaction, autism, literacy and numeracy, social, emotional and mental health, behaviour support, safeguarding, medical needs, supporting students with disabilities, reasonable adjustments and inclusive classroom practice.

Where a student's needs require expertise beyond that available within school, we seek appropriate specialist advice and support. This may include Durham County Council SEND services, educational psychology services, specialist teaching services, health professionals, social care, mental health and wellbeing services, speech and language services, occupational therapy and other relevant professional services.

Key SEND staff

SENDCO
Miss G Bowden
Assistant Headteacher / Designated Safeguarding Lead & SENDCO

Deputy SENDCO
Mrs Madeleine Wilson

The SENDCO and Deputy SENDCO work with teachers, pastoral leaders, support staff, students, parents/carers and external agencies to identify needs, coordinate appropriate support and monitor the effectiveness of SEND provision.

Telephone: 01740 651554
Email: general@ferryhill.school
Please mark correspondence FAO: SENCO.

Find out more

Our full SEND Information Report 2026/27 provides detailed information about identification and assessment, provision, accessibility, the ARC, EHCPs, transition and preparation for adulthood, external agencies, complaints and support available to families.

Families can also access independent information, advice and support through Durham SENDIASS and information about local services through the County Durham SEND Local Offer.

The SEND area of our website should also provide clear access to our SEND Information Report, SEND Policy, Accessibility Action Plan, Complaints Policy, Durham SENDIASS and the County Durham SEND Local Offer.