Special Educational Needs


 Disability Information Report

Context Of School

Monkseaton High School is a fully inclusive, comprehensive school that caters for

the full range of ability. We recognize that all of our students are individuals and

we strive to ensure that they all achieve their potential: personally, socially,

emotionally, physically and educationally. We believe that by working closely with

families and other professionals we can enable all students to achieve. We have

high expectations of our students and work hard to support our students and help

them develop in a caring, supportive environment.

Consultation with parents
Working closely with families is important to us. We know that parents know their

children and we welcome all feedback. We consult with pupils and their families


• Parents’ Evenings;
• EHCP reviews;
• SEND reviews;
• Transition meetings;
• Key worker consultations;
• Contact by phone, email or face to face with pastoral and SEND teams.


Identification of Special Educational Needs
As our school roll begins in Year 9, many of our students who are SEND have already been identified and we work closely with our feeder middle schools and parents to allow a smooth transition to High School. We use regular progress checks that allow us to monitor students and their progress and see if any of our students are struggling as well as celebrating the successes. Subject teachers and the SENDCo assess and monitor the students’ progress in line with existing school practices. If this monitoring process suggests that your child is not making the expected progress, the subject teacher will consult with both you and the school SENDCo in order to decide whether additional or different provision is necessary.
If you feel that your child may have a special educational need or disability or are concerned that something has changed, then please do not worry. Contact your child’s head of year if in the first instance. Dedicated support can be planned in further meetings involving the SENDCo and HLTA if deemed necessary. Furthermore, we can help you to obtain advice on how to help at home with any particular aspect of parenting, such as managing behaviour at home.

Assessment and review
Through regular monitoring and assessment, where we look at pupils’ progress, attendance and subject profiles, we are able to review the progress of our students who have SEND. Teachers use this information to target their future planning to meet the needs of children in their classes. In addition to the usual forms of assessment, there are also specialist assessment tools that we use to explore the reasons for any difficulties.

Supporting students with SEND
We will let families know if we have any concerns about pupils’ learning through meetings, phone calls and letters. Students details are kept on our SEND database. We also have a Vulnerable Learners database, which we use to help us keep a close eye on students but have not yet had an SEND identified. Key workers will liaise with external agencies as well staff in school to keep comprehensive reports and information on students to help support students.
Students will be supported in a number of different ways, including:
• Support in the classroom;
• Support before or after school. Our LSC is open from 8 am to 4:30, so there will always be member of staff on hand to give support;
• Support at Lunch-time;
• Although we firmly believe the best place for a student is in the classroom we do offer small group
withdrawal to support literacy/numeracy difficulties;
• specific programmes of support e.g. Dyslexia Support Programme;
• 1 to 1 or small group sessions to address issues relating to SEMH;
• development of a Pupil Passport outlining current difficulties and strategies for support.

The move from middle school to high school can be a nervous and

challenging one. Therefore, we work closely with schools to help

make this transition run as smoothly as possible. Prior to the move

up to High School, we regularly have students up from the middle

schools during Years 7 and 8 on numeracy, hospitality and sporting

events. Where students are struggling we also:
• Meet with parents to discuss the needs of a child before they

• Have small group visits after school to get to meet the staff;
• Vulnerable Transition days;
• Literacy transition days.
Equally daunting can be the transition into post-16 education.

Although many of our students stay, others want to go on courses

elsewhere. In order to help our students prepare for adulthood, we

work closely with Connexions to help find the best pathway for

students, conducting visits to placements with familiar staff. We

begin this process very early (in Year 10) so students are fully

prepared for the future. Students have Work Experience in Year 10

and we support students in finding and attending placements.

Inclusion and Pupil Voice
Monkseaton High School is a fully inclusive school. Most lessons

are taught in mixed ability classes with students provided with

appropriate support to help access the curriculum. Class sizes vary in size but are small; if students are struggling we do have smaller rooms such as the LSC or Inclusion room that can be used to support them. We are committed to equality and so we encourage all of our SEND students to take part in PE, extra-curricular activities and school trips. To ensure our students have an opportunity for their views to be heard, we have representatives on our school council, where the needs of students with SEND are represented. 

External Agencies
There are a number of external agencies that come into school to work with and support our students. These include:
• Educational Psychology Service (by referral from the SENDCo). Our assigned worker is Katrina Heywood;
• CAMHS (Child and Adolescent Mental Health Service) for students with social, emotional and mental health needs;
• Health Services;
• Family Partners/ Locality Team/ RHELAC;
• Multi-agency meetings with representatives from Early Help Assessment Team, Social Care and Health to ensure effective collaboration in identifying and making provision for vulnerable students;
• Occupational Therapy to consult with specialist advisory teaching services for children with sensory impairment or physical difficulties;
• Speech & Language Team (SALT) who contribute to reviews of students with significant speech and language difficultie;s
• Language and Communication Team (LCT) who support students with identified difficulties with language and communication needs (by referral from the SENDCo);
• Dyslexia Referral Team (DRT) who provide tailored programmes for children identified as having dyslexic tendencies (SENCo referral);
• Sensory Services (Visual Impairment and Hearing Impairment);
• Trax (Key stage 3 behaviour intervention);
• Ethnic Minority and Traveller Achievement Services (EMTAS) for students with English as an Additional Language (EAL);
• Connexions (for Careers advice and support for Transition).

Staff Training
We regularly invest time training our staff to improve provision for all students, to develop enhanced skills and knowledge to deliver short-term support individualised interventions.
Our Additional Educational Needs Co-coordinator is a qualified and experienced English teacher and has attained his Qualification for the National Award in Special educational Needs. He is: Mr. David Walton (BEd (Hons) MA (Ed) NPQML).
We have two HLTAs: Mrs Elaine Milner and Mrs Lisa Bennett.
We firmly believe that ALL teachers are teachers of SEND and our staff receive training across the course of each year to support students with SEND to achieve their very best outcomes.
Support staff are trained to support students with a wide variety of needs; all support staff have a particular interest area or area of expertise and we aim to match support staff to the students with whom they can make the most impact.

Supporting Families
We know that supporting young people with SEND can at times be stressful and present challenges. We know that parents know their child best. Therefore, we work in partnership with families to help them support their children’s learning outside of school.
Families are also reminded about the Special Educational Needs and Disability, information, Advice and Support Service (SENDIASS) which provides guidance and support. Additionally, the North Tyneside Local offer sets out the support and services available for children aged 0-25 that is available. To view this, click here:


Emotional and Mental health
We recognise that students with SEN often experience difficulties

with mental health. We have two Mental Health Champions in

school: Kerry Davison and David Walton. They represent, support

and guide students and their families who have emotional Health

difficulties. We have adopted North Tyneside’s Emotionally Healthy

Schools policy and regularly review our approaches to emotional

well-being and mental health. We have trained counsellors that come

in to school to provide additional guidance and support.

Students at Monkseaton work very hard and are very well behaved.

We acknowledge, however, that occasionally students demonstrate

inappropriate behaviour and staff are prepared for this.
Each Year group has a Pastoral Raising Achievement Leader who

regularly reviews students’ attitudes towards their learning and will work in close partnership with families to help understand behaviour.
Behaviour and anti-bullying policies are regularly reviewed with a focus on how they affect students with special educational needs or disabilities. We are committed to making reasonable adjustments to ensure participation for all, so please contact the school to discuss specific requirements. All staff at the school recognise the importance of 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.’

Evaluating effectiveness
SEND provision is monitored by the Headteacher and governors through governors. We also carry out staff audits and parent questionnaires to get feedback and evaluate our performance.
Any parent who wishes to make a complaint about SEND provision should contact the SENCo in the first instance. We will make every effort to resolve issues and where possible accommodate parents wishes. If a parent feels that this has not been resolved satisfactorily, they should approach the Head Teacher, Jo Suddes or the Chair of Governors (and SEND govenor) Anne Welsh.