The SEN Department

At Malbank School we take a whole school responsibility for every pupil who has SEND. We believe it is vital to meet the needs of pupils with SEND issues through a multi layered approach and quality first teaching.. We appreciate how daunting it must be for any young person to come to a new school, let alone a child with special needs, therefore we always strive to provide a nurturing and supportive environment that promotes purposeful relationships and wellbeing.

The SENCO always has the child's needs at the centre of any provision and would always encourage all parents, carers, stakeholders and the child to work closely together regarding provision mapping and Individual passports. As a department we believe that the development of a genuine respectful partnership provides the basis for a clearer understanding of the child's strengths and areas for development. The team are solution focussed, flexible and creative regarding provision.

Over the past three years the SEND pupils at Malbank School have continued to do very well academically. GCSE results are on an upward trend, attendance has improved and we have SEN students staying on to continue their education at KS5. We have had students move onto to university to follow their dreams and aspirations for the future.

SEN Provision

The SENCo has the National Award for SEN Coordination and NPQH. Her role is to be a voice for the vulnerable; she provides a knowledge base from which decisions can be made, plans and develops personalised packages of support and coordinates an inclusive response to meet the individual needs of all SEN pupils.

Teaching Assistants are trained in Dyslexia, ASD, ADHD, Hearing Impairment, Speech and Language and recently Reading Recovery. Their daily role is to support staff and pupils, advice staff on best practise to meet the needs of pupils, encourage positive relationships and identify any barriers to learning and their implications. TAs support pupils in class, and 121; they are available every lunch time to provided structured free time and as resource to help pupils with homework or extension tasks.

Individual Passports & Provision Maps are personalised and implemented by the SENCo or member of the SEN department. They are reviewed annually for the majority of SEN pupils. For a small group of SEN pupils a termly Passport is reviewed as their needs and barriers change, therefore provision and strategies address and reflect these changes.

Support staff are available every day from 8am in Connect for pupils who need to come to school when it is quiet; at break and lunch times Connect and Special Needs rooms are always staffed and open to pupils.

For pupils who have low reading, spelling and comprehension scores we provide a rolling programme that withdraws pupils from mainstream lessons; they work on the NESSY programme (a Dyslexia programme)

We run Social Skills workshops for ASD pupils and we have a multi-sensory room for quiet time.

We also provide Life Skills workshops for KS4 pupils: cooking, personal hygiene and shopping are just a few examples of the sessions we have done this year. We do this on a 121 basis. Sessions are negotiated in partnership with parent or careers.

We have both academic nurture groups and social and emotional nurture groups for pupils in year 7 (to become part of the nurture band pupils must be achieving KS2 Levels below level 3 in both English and Maths).


The SENCo and the Leadership team use half term tracking point data and qualitative data (Attitude to Learning scores, attendance and medical issues); these are used to inform teachers' planning, intervention and assessment. The SENCo and the Leadership team meet every half term to target and personalise support if new barriers to learning have occurred.

Technology and SEN

We feel this is vital to the success of our pupils. Computers are available for SEN pupils in some classrooms, Dictaphones can be used to help with organisation, DS Lites are used for literacy games and the WII Fit is used for pupils with coordination problems.

Training is at the heart of our whole school approach to SEN

Teachers and support staff are trained annually regarding SEN issues. In September 2014 staff attended training on Dyslexia, Differentiation, and ASD. Over the next academic year we will have whole school training on SEBD and ADHD. Half termly SEND clinics are available for staff training, outside agencies work closely with the SENCo to support staff training.

Parents also have training and we regularly bring in outside agencies. In 2013 - 14 we provided workshops for parents with CEAT, Parent Partnership and on positive behaviour. In 2015 we will be organising training for parents based on Dyslexia strategies to support the child at home and Literacy and Numeracy techniques. All of our parent support sessions are part of our weekly Chatter Box sessions (if you would like more information regarding Chatterbox contact 01270 611009, ask for Mrs Di Jackson).

If you would like to visit the SEND department or feel you have questions we have not answered please feel free to contact Jo Cooper SENCO on 01270 611009.

Additional Information Links

SEND Support Information (Local Offer)

SEND Information Report 2015 - 2016

SEND Overview 2016

SEND Information Report 2016-2017

SEND Information Report 2017-2018

SEND Information Report 2019-2020

SEND Information Report 2020-2021

SEND Policy

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