SEND Frequently Asked Questions

The following are some key questions you may ask about your child. Please click on any question to view an answer. We hope these outline the provision available at Spring Hill High School for children with SEN.

1. How does Spring Hill High School knows if my child needs extra help, and what should I do if I think my child has SEND?

  • A student is considered to have Special Educational Needs if they have either a learning difficulty or a disability and they need special educational provision to be made for them. Special educational provision is defined as any education provision which is additional to or different from that generally made for others of the same age in mainstream school.
  • At Spring hill High School we believe that class teachers are teachers of all children. It is their responsibility to meet the needs of all students within their care. They do this by employing high quality teaching strategies which acknowledge the individual needs of each student in their class. Teachers continuously monitor the progress and attainment of every student in their class. When a student does not make adequate progress this is identified and provision is put in place within the classroom setting to try to address this. The Code of Practice suggests that students are only identified as having a Special Educational Need if they continue to fail to make adequate progress once they have had all the appropriate interventions/adjustments and quality personalised teaching.
  • If this is the case the student is then identified as having a Special Educational Need.
  • Staff may use a variety of assessments both formal and informal to help them reach judgements about your child’s individual needs. The SENCO, in collaboration with you may also facilitate a referral to specialist support services, such as Speech and Language therapy, to enable the best possible provision for your child.
  • If you have concerns that your child may have a Special Educational Need you should speak to your child’s site deputy initially. If you still have concerns after this conversation that your child’s needs are not being met then you should approach the SENCO and request a meeting. She will then work in collaboration with you and your child’s deputy headteacher and class teachers to ensure maximum progress for your child.

2. How will Spring Hill High School support my child?

As part of our SEND Provision, we are very proud to provide high quality support and intervention for those with special educational needs.

Examples of some of the support we provide is listed below:

  • Speech Language and Communication Interventions
  • Social Skills
  • Sensory Circuits
  • Equine Sessions
  • CogMed
  • Life Coach
  • Counsellors
  • Music Therapy
  • Peer Mentoring

3. How will the curriculum be matched to my child’s needs?

  • Class teachers will plan lessons according to the specific needs of students. They will ensure this planning takes account of the needs of your child and will differentiate tasks appropriately to ensure your child reaches their full potential.
  • Specific resources and strategies will be used to support your child, and additional adult support will be utilised to ensure progress for your child.

4. What support will there be for my child’s overall well being?

  • Specific resources and strategies will be used to support your child, and additional adult support will be utilised to ensure progress for your child.
  • The values education at the school promotes high self esteem and support reflection on social skills.
  • Spring Hill High School has a very robust mentoring programme where all members of staff are trained to model good behaviour for our students. We also have a teaching assistant who is trained in supporting the development of social and emotional skills. Our Speech and Language Therapist team as well as our Life skills coach also support our students with their social skills. We offer interventions which focus on the development of social skills, behaviour and self confidence when necessary. We also are very fortunate to have a working relationship with Stable Relations who provide equine sessions for our students and we have found this hugely supportive in promoting their self-esteem.
  • Spring Hill has a firm commitment to promoting positive behaviour choices and uses a school wide system of rewards and sanctions. This has a positive impact on behaviour at the school and the number of incidents of poor behaviour is low. Where there is a concern about behaviour as a school team we carry out a functional analysis and interventions are put in place to support the child and eradicate the inappropriate behaviour.
  • Spring Hill High School monitors attendance and lateness closely and will address any issues swiftly to ensure your child attends school as much as possible.

5. What support do Spring Hill High School provide to you as a parent of a child with SEN?

Spring Hill High School is proud of the relationships it builds with parents and carers. We recognise that you know your child and their needs, and acknowledge the huge importance of working together with you to provide the best possible education for your child. We recognise that if we build effective, trusting relationships with you, this will have a beneficial impact on your child’s progress. We aim to achieve this by:

Deputy Headteacher:

  • Will be regularly available to discuss your child’s progress and any concerns you may have;
  • Will communicate with you;
  • Will meet you formally at least once a year to discuss progress, targets and next steps in learning, and will formalise this in your child’s EHC or Statement review, if your child is looked after then also during LAC and PEP meetings;
  • Will be available during termly parent/carer drop-in evenings;
  • Will ensure Learning at Home is appropriate for your child;
  • Will keep you informed of any additional interventions / approaches being used to support your child;
  • Will share successes with you;
  • Will liaise with you about any changes to the normal school day eg. school trips, sports events.

SENDCO and SENDCO Assistant:

  • Has an open door policy and is happy to meet you at any time, to discuss your child’s needs;
  • Holds SEND drop in sessions during parent/carer drop in sessions;
  • Is regularly available during monthly Parent Group meetings;
  • Ensures smooth communication about your child with all involved in their support;
  • Can signpost you to other services if you require specialist support.

SEND Vocabulary

Special Educational Needs has a wide ranging vocabulary, with many acronyms. Some of the most frequently used SEND terms include:

ADD - Attention Deficit Disorder
CP - Child Protection
ADHD - Attention Deficit Hyperactivity Disorder
ASD - Autistic Spectrum Disorder
SEMH - Social Emotional Mental Health
CAF - Common Assessment Framework
DCD - Developmental Coordination Disorder
COP - Code of Practice
EAL - English as an Additional Language
EP - Educational Psychologist
PEP - Personal Education Plan
HI - Hearing Impairment
KS - Key Stage
LAC - Looked After Child
LACES - Looked After Children Education Service
LEA - Local Educational Authority
MLD - Moderate Learning Difficulty
NC - National Curriculum
OT - Occupational Therapy
SEND - Special Educational Needs & Disability
SLT - Speech and Language Therapy
SpLD - Specific Learning Difficulty
SLT(A) - Speech and Language Therapy Assistant
VI - Visual Impairment
SENDCO - Special Educational Needs and Disability Coordinator
YOT - Youth Offending Team
SENDCO(A) - Special Educational Needs and Disability Coordinator’s Assistant
CAMHS - Child and Adolescent Health Services






  • 'I just want to say how excellent Gareth's EHC annual review was this morning. I have been to many reviews at different schools and I must say I was really impressed with the preparation to ensure all aspects of his plan were addressed and everyone's view included. It was very child focussed and I have come away feeling confident in the school's ability to meet Gareth's needs.  The All About Me work is really valuable, this is something Children's Services in Warwick complete with Children in Care and I'm pleased to see it used in other contexts'.


    CW, Social Worker 

  • "My daughter has really enjoyed the ‘Well-Being’ group that came into school, it has been very good for her”


  • “My son is doing brilliant at school and is really happy, he is making better progress and more importantly in his own well-being"


SEND Annual Reports

Special Education Needs and Disabilities Annual Reports

Click on the button below to download the most recent SEND report (September 2021).





Academic Year Report

September 2020

Click on the button below to download the report.


Academic Year Report

September 2019

Click on the button below to download the report.


Academic Year 2018

September 2018

Click on the button below to download the report.