The Additional Educational Needs department (SEND) at Carleton Community High school is made up of Education Support Assistants (ESAs), an Autism Support worker, Assistant SENCO and is headed up by the Additional Educational Needs Co-ordinator (SENCo) Mrs. K Morris

The SEN department is committed to supporting all individuals in ways which are appropriate to their own needs and all students have access to the full curriculum provision of the school. This provision is regularly monitored with the students, parents/carers and outside agencies. This is all delivered in line with the Carleton Community High School Additional Educational Needs Policy.

Support for Students at Carleton:-

• Supporting individuals through from primary to secondary education
• Additional support for literacy and numeracy
• One to one classroom support
• One to one ELSA and Drawing and Talking support
• One to one and group life skills and/or social group sessions
• Supporting students during work placements
• Supporting individuals’ access arrangements for examinations
• The SEN department also works in a wider context, supporting staff working with challenging groups, and to advise on the differentiation of work for SEN students
• Supporting individuals with their transition from secondary to College
• Lunch clubs available for all students
• Homework club available

The Aims of this department are:

• To support students with Additional Educational Needs to access mainstream education in an inclusive environment
• To advise and support staff in working with student with Additional Educational Needs including differentiation of work
• To work strategically with individuals to achieve their full academic potential
• To work in partnership with families, agencies and organisation to ensure the best support for individual students


additional needs 2017

SEN Support – Specific Areas

Students identified as having Social, Mental and Emotional Health would normally be supported from the Notional SEN budget and access support in the classroom, differentiated work or general classroom support from an ESA. Staff will be able to access strategies for individual student from a Student Passport. In exceptional circumstances, a student may be issued with a Statement/Education Health Care Plan to provide individual support within the classroom.

Cognition and Learning

 Dyslexia
 Dyspraxia
 Dyscalculia
 Downs Syndrome
 Development Co-ordination Disorder (DCD)
 Severe Learning difficulties

Students with Cognition and Learning Difficulties, who do not have a statement/education health care plan, are usually placed on the SEN Support Register and are supported with resources, differentiated materials, student passports, and sometimes withdrawn for extra literacy or maths lessons.

Communication and Interaction

 Autistic Spectrum Disorder
 Aspergers Syndrome
 Tourette’s Syndrome
 Speech, Language and Communication needs

Student Passports identify the impact of each student’s individual difficulty, pointing out specific triggers and methods of learning. School continue to work with the Communication, Interaction and Access team (CIAT) to deliver bespoke training to the SEN team, work with individuals and observe lessons.

Physical/Medical Difficulties

 Hearing Impairment
 Visual Impairment
 Medical

The school works with outside agencies to support each student with their resources. Some students require ongoing support from the Occupational Therapy Service and Physiotherapy Team and risk assessments and care plans are dawn up. As a result some students will require additional support. Additional resources are provided in school as required and are highlighted in the Student Passport.


To learn more, the following documents are available to view.  Simply click to download -

Administration of medication in school

SEN Provision

SEN Policy

Annual Report to Parents 2018

How could my child get help at school?

Parental Questionnaire

People who support pupils with Special Educational Needs

Reporting Information


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