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Our School


Sheringham HS_ (23)

SEND Information Report 2022/2023

Part of the Norfolk Local Offer for Students with SEND

SEN Policy and Report

All Governing Bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for students with SEND. The information published will be updated annually.

At Sheringham High School, we are committed to working together with all members of our school community. This local offer has been produced with students, parents/carers, the local governing body and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:

• Mrs Rachael Harding – SENDCo (Special Educational Needs and Disabilities Co-ordinator)
• Mrs Kate Tuck – Assistant SENDCo
• Mr Alastair Ogle - Executive Headteacher
• Mrs Dawn Hollidge – Senior Deputy Headteacher
• Mrs Kate Yarbo - SEND Governor

If you think your child may have SEND, please speak to their Subject Teacher or contact Rachael Harding our SENDCo on 01263 822363 or

Our Approach to Teaching Students with SEND

At Sheringham High School, we believe in participation and progress for all. We want all adults and students to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of students’ backgrounds, interests, experience, knowledge and skills.

We value high quality first teaching for all students and actively monitor teaching and learning in the school. For more information on our approach, please see our teaching and learning policy on this website.

As part of the school’s plan for continued professional development, staff are offered updated training, advice and strategies on how to meet the needs of all students. We also work with external partners who provide up to date training for any incoming or developing needs which may require specialist support.

We aim to create a learning environment, which is flexible enough to meet the needs of all members of our school community. We monitor progress of all students, and staff continually assess to ensure that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, while form tutors undertake a mentoring and supervisory role.

At Sheringham High School, we value:

Learning for all.

How we identify SEN

At different times in their school career, a child or young person may have a special educational need. The Code of Practice (2015) defines SEND as:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age

(b) or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Students can fall behind in school for lots of reasons. They may have been absent from school, or they may have attended different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, or they may be worried about different things that may distract them from learning. At Sheringham High School, we are committed to ensuring that all students have access to learning opportunities, and for those who are at risk of not learning or making sufficient progress, we will intervene. This does not mean that all vulnerable students have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Our SEND profile for 2022-23 shows that we have 26% (156) of students identified as having SEND, and 2% (13 students) of those have an Education Health and Care Plan (EHCP).

Of the students on our SEND register, the below outlines the proportion per category of SEND need in accordance with their classification on the SEND register. Please be aware that the SEND register remains a working document, and the specific classifications of need numbers are therefore changeable.


Assessing SEN at Sheringham High School

It is every member of staff’s responsibility to assess when a child might present with a difficulty with learning. At Sheringham High School, we ensure that assessment of educational needs directly involves the learner, their parents/carer and, of course, their teachers. The Special Educational Needs Co-ordinator will also support with the identification of barriers to learning.

At Sheringham High School, we use data to help us in our quest to accurately assess and plan for the needs of all students with SEND. The data used is a culmination of students’ AtL (Attitude to Learning) grades, standardised reading and spelling scores as well as data produced from ‘Go4Schools’ which tracks student behaviour, achievement points and academic progress.This information is required to help us form a starting point, from which to intervene and then build a comprehensive picture of progress.

For some students, we may want to seek advice from specialist teams. In our school and Trust, we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available at

Sheringham High School, as part of the Synergy Multi Academy Trust (SMAT), have also commissioned for 2022-23 support from:

  • Lucid Rapid Test – Dyslexia Screening software
  • Specialist Assessor/Teacher – Victoria Purling (CEPP)
  • School Counsellors – Fiona MacCallum, Arianne Hoppler
  • Mentoring support – Pete Skivington
  • Child and Educational Psychology Services - Chris Ducker (CEPP)
  • Access to Alternative Provision establishments as required
  • SEND and Inclusion Team – Joseph O’Grady (allocated advisor)
  • Access Through Technology (ATT)
  • Advisory Support Teachers (Hearing and Visually Impaired students)

Education Health Care Plans

Who can request an EHC needs assessment?

  • • A person acting on behalf of a place of learning. For example, a teacher, or college staff. A request should have the knowledge and agreement of the parent or young person (where possible)
  • A professional or organisation. For example, a health and social care professional, a foster carer, early years practitioner, the youth offending team or probation service. Again, a request should be done with the knowledge and agreement of the parent or the young person (where possible)
  • Parent carers or a family member, for a child aged 0-16 and for a young person with SEND (aged 16-25) who cannot make the referral independently or with support
  • Young people with SEND (aged 16-25) who can make the request independently or with support

Should you wish to pursue or initiate an application for an EHCP you can find the Parent/Carer request for assessment via the link below.

What we do to Support Students with SEN at Sheringham High School

What we do to support Students with SEND at Sheringham High School
Every Teacher is required to adapt the curriculum to ensure access to learning for all students in their class. The Teachers’ Standards detail the expectations of all Teachers, and we at Sheringham High are proud of our Teachers and their development. Further information is available from the Department for Education.

Our Teachers will use various strategies to adapt access to the curriculum. This might include using:

  • Writing frames (scaffolds, sentence starters, model answers)
  • Glossaries/key word lists
  • Printed resources/handouts
  • iPads, laptops or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system (achievement/house points)
  • Dragon Text Speech Software
  • Smart board Software
  • Easy grip start handwriting pens
  • Fidget/fiddle’ and stress relief toys
  • Coloured overlays, coloured exercise books (by external assessment only)
  • Differentiated learning objectives

Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning identified. There are two stages to the Code of Practice, which indicate what level a young person’s needs are considered. The first is those placed at ‘SEN support’ and those who have been awarded an EHCP. The implementation of support at the lower stage (SEN Support) is achieved using a combination of in school resources and the local offer by using a graduated approach of assess-plan-do-review, making sure provision is appropriate and effective.

Supporting SEND outside the classroom is sometimes required to help to close the gap in a child’s learning or help overcome a barrier to learning. This intervention style of support can take a variety of formats:

  • Inclusion Support – we have an Inclusion Manager (Mrs Ransome) and three student managers who help students to remain in the school environment when their behaviour might otherwise prevent them from being able to cope in a classroom environment. Students are sometimes able to collect work from lessons and study in the alternative area known as the Learning Support Unit. This usually implemented as a temporary solution and the outcome is always for the student to return to lessons.
  • Personal Advisor - Ms Natasha Drury (also one of our Designated Safeguarding Leads) provides bespoke advice and mentoring to our students who may need guidance and support with mental well-being and anxiety management.
  • Key Worker – some students take great comfort in having an adult that they can talk through their issues with and ask for help regarding a particular area of their schooling. Key Workers offer a more in-depth level of monitoring. They also facilitate links between home and school and help to communicate on the student’s behalf, to both parents and senior staff and teachers.
  • Access to our SEND base – a bespoke provision offering a quieter and calmer space for students with identified SEND to access if they have an individualised curriculum and at unstructured times (break and lunch). Interventions are also delivered in this space, and there is a developing ‘sensory corner’ for students to use at times of emotional dysregulation and/or heightened anxiety.
  • Individualised curriculum – in rare cases, it is necessary to adapt a student’s curriculum to meet their own specific needs. Any changes to a student’s curriculum are done so in consultation with parents and approved by the school’s Leadership Team

Sheringham High also employs 9 Teaching Assistants (TA’s) and an Assistant SENDCo (Mrs Tuck), who delivers most of the interventions we offer, as co-ordinated by our SENDCo. Some of the interventions we offer can be seen listed below; the SEND provision is subject to constant review. If you would like to contact any member of the SEND department, please do so via the SENDCo or front office.

  • 1:1 reading
  • Lexia core-5
  • Mathswatch
  • Speed up handwriting intervention
  • Catch up literacy (small group and 1:1)
  • Catch up numeracy (small group and 1:1)
  • Small group or 1:1 spelling intervention
  • Reading buddies via the Reading Challenge
  • Dockside – phonics, spelling, reading and comprehension
  • Typing booster sessions
  • Acelerated Reader
  • Functional skills (Literacy and Numeracy)
  • ELSA sessions
  • Exam Access Arrangements (EAA)

Funding for SEND

Sheringham High School receives funding directly to the school from the Local Authority to support the needs of students with SEND.  This is described in an SEND memorandum.  The initial amount of funding we received for the 2022-23 academic year was £162,356.

How do we find out if this Support is Effective?

Monitoring progress is an integral part of teaching and leadership within Sheringham High School. Parents/carers, students and staff are involved in reviewing the impact of interventions for students with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and students are involved in each step. Before any additional provision is selected to help a student child, the SENDCo, Teacher, student, and sometimes parent/carer, agree what they expect to be different following this intervention. A baseline will usually be recorded, which can be used to compare the impact of the provision.

Students, Parents/carers and teaching and support staff will be directly involved in reviewing progress wherever possible. This review can be built into the intervention itself, or it can be a formal meeting held (when requested) once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHCP), the same termly review conversations take place, but the EHCP will also be formally reviewed annually.

The SENDCo collates the impact data of interventions, to ensure that we are only using interventions that work.
Progress data of all students is collated by the whole school and monitored by teachers, Senior Leaders and presentations made to the LGB (Local Governing Body). Our school and cluster data is also monitored by the Local Authority and Ofsted. Your child’s Form Tutor will be able to assist you with any queries you may have regarding understanding your child’s progress data.

Other Opportunities for Learning

All students should have the same opportunity to access extracurricular activities. At Sheringham High School in 2022-23, we are working hard to increase these opportunities as we recover from pandemic related restrictions. An extra-curricular timetable is published at the start of each term (as the offer changes) and appears on our website as well as social media platforms.

We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENDCO, Mrs Harding to discuss any specific requirements.

All staff at Sheringham High School have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers, including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’.

The Equality Act 2010’s definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes students with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Students and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled students and young people and those with SEND. Students and young people may therefore be covered by both SEND and disability legislation.

For more information about the Equality Act, the protected characteristics or duties on public bodies, please click here.

Preparing for the Next Step

Transition is a part of life for all students. This can be transition to a new class in school, having a new teacher, moving on to another school or training provider, or moving into employment. Sheringham High School is committed to working in partnership with students, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all students with SEND. Where appropriate, in addition to the SENDCo, the school's Guidance Advisor and/or Assistant SENDCo will be involved to ensure adequate support is provided. Transition to college is discussed in the summer term of Year 10, to ensure adequate time for planning and preparation. For students with an EHCP this transition work begins earlier, in Year 9.

Sheringham High School welcomes presentations from all colleges and sixth form providers to ensure a broad and suitable offer to students is made

Have your Say

Sheringham High School is our community school. We can shape and develop provision for all of our students, ensuring achievement for all.  This SEND information report declares our annual offer to students with SEND, but to be effective, it needs the views of all parents/carers, students, governors and staff.  So, please engage with our annual process to ‘assess, plan, do and review’ provision for SEND at Sheringham High School.

Useful links

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.