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Support for Learning

Most students at various stages in their learning require additional support, some more than others, and at Putteridge High School we adhere to the national code of practice for SEND to ensure that students’ individual needs are met in line with the local authority offer which outlines what is expected on behalf of the local authority.

Please click here for the Luton Borough Council Local Offer. We are committed to ensuring all students make exceptional progress, regardless of any learning barriers they may face and we do this by embedding high standards and expectations for every child and supporting students academically and emotionally to achieve these.

Our 2022-2023 SEN Information Report can be found below.

How do we identify children and young people with SEND and assess their needs?

The identification process is critical in ensuring both accurate and specific support is put in place. The various methods of effective and individualised identification of SEND include:

  • Monitoring and tracking the progress of all students.
  • Pupil observations including diagnostic assessments from outside professionals.
  • Effective communication between the child, parents and other stakeholders.
  • Our accessibility plans are aimed at increasing the extent to which disabled pupils can participate in the curriculum.
  • We have improved the physical environment to enable disabled pupils to take better advantage and have better access to education opportunities, facilities and services at the school.
  • Skilled teachers and support staff who are trained to identify students with SEND and will communicate with the School SENDCo.

How do we support and ensure high achievement for children with SEND?

All staff are aware of the Equality Act 2010 and all reasonable adjustments are made to make sure that students are not treated any more or less favourably than the rest of their cohort. Every effort is made to facilitate equitable learning opportunities for all. Resources and equipment are purchased or hired depending on individual need.

Students who have been identified by their subject teacher will be considered for Access Arrangements which allows them a level playing field in exams. A JCQ certified assessor is employed by the School to assess which Access Arrangements may be most suitable for individuals so that these can be allocated appropriately.

This will be done at the beginning of year 10 for students. Supplementary evidence for this is accumulated from year 7 by the SENCo to evidence ‘normal way of working’.

Support for each child is personalised based on their individual needs and ability. Some examples of the way in which we ensure high achievement for children with SEND include:

  • Ensuring that First Class inclusive teaching and learning is a relentless focus for every teacher.
  • Having high standards and expectations for all.
  • Regular professional development for teachers and teaching assistants to support the achievement of children with SEND.
  • Highly skilled and effectively deployed teaching and assistants and learning supervisors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.
  • We use a literacy package called Lexia UK for students who require additional support in literacy.  We are running OCR living and life skills and AQA unit award scheme for students who cannot access the whole of the curriculum, (from September 2022).

How do we evaluate the effectiveness of our provision for such students?

  • The SENDCo and/or other members of the SLT hold regular Learning Walks and observations to review effectiveness of teaching for children with SEND.
  • We value the feedback and views from the child and their parents; this is completed through 1:1 consultations as well as pupil and parent surveys.
  • Scrutiny of provision through internal and external audits as well as quality assurance reviews.
  • Conduct an annual provision review with stakeholders to identify areas for development.

How do we assess and review pupils' progress towards outcomes and evaluate the effectiveness of our provision?

  • Rigorous tracking and monitoring of their progress.
  • Pupil progress meetings are held at subject and at a senior level to review pupil progress.
  • Subject review meetings are held termly which address the progress of children with SEND across the curriculum.
  • Conduct an annual provision review with stakeholders to identify areas for development.

What is our approach to teaching children with SEND?

  • Ensuring that First Class inclusive teaching and learning is a relentless focus for every teacher.
  • High standards and expectations for all children.
  • Effective differentiation to meet the individual needs of children with SEND and ensure appropriate challenge and support.
  • When additional support and intervention is required, it is evidence-based and has high levels of impact.
  • Teaching Assistants deployed to support the learning of all students within the classroom and to help facilitate the development of independent learning. 
  • Pathways?

What do we do to ensure that pupils with SEND have equal access to all activities available to all pupils in the school?

  • We provide alternative curriculum pathways that suit student's abilities and aspirations.
  • We ensure a greater focus on improving reading, writing, communication and mathematics through intervention groups and TA support.
  • We are proud of our wider curriculum opportunities that enhance students' understanding of the world in which they are learning. 
  • When required, learning is supported by Teaching Assistants in the classroom.
  • Targeted children receive additional intervention as part of the Support for Learning literacy and numeracy programme.
  • Our curriculum has innovative pathways to meet complex needs in both key stages.
  • All students have equal opportunities to take part in educational and rewards extra-curricular trips.
  • SEND Trust Sports events.

What additional support for learning is available to children with SEND?

  • Evidence-based intervention for numeracy, literacy and social communication.
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Support from a range of external agencies.
  • Emotional, behavioural and social support from the Pastoral Team.
  • The SEND team works in conjunction with the English department delivering a literacy/reading intervention programme for Key Stage 3 students.
  • Lexia - A literacy package used to support students with their literacy needs.
  • A remote learning platform (PHS Supported Home Learning) for students with SEND to access differentiated home learning resources.

What activities are available for children with SEND?

  • Homework club for all students takes place in the library every day during lunch time and after school, supported by Teaching Assistants.
  • A full extra curricular timetable with a variety of activities.
  • There is no trip, extra-curricular club, subject, rewards system or location in school to which SEND students would not have access.
  • We have appointed a member of staff to oversee and run a full extra curricular timetable of activities after school and at lunch times for students with SEND to attend.

How do we consult with and involve parents and pupils?

  • An annual provision review in which all stakeholders are invited to discuss the strengths and areas for development of the SEND department.
  • SEND / Departmental presence at Parent Consultation Evenings
  • Key Workers liaise with parents frequently.
  • EHCP annual reviews.
  • Parental meetings and updates when required and as necessary.
  • Parent and pupil voice sections in our pupil passports.

How is expertise secured in relation to those working with children that have a SEND?

We recognised the importance of having a highly skilled Support for Learning Team who work intensively with specific students. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning:

  • There is regular training, which is disseminated amongst staff
  • Specific training takes place across the support staff
  • Outreach work with external agencies supports the expertise that children access.

How does the school's equipment and facilities support children with SEND?

  • The current main building includes a lift for students who need access to different parts of school. 
  • Chromebooks are available to support the learning of identified students.
  • Specialist equipment is available for visually impaired students provided by the school and used regularly to support the learning of our VI students.
  • The SENDCo informs the Facilities Manager and staff, through the SEND Register, which students would need special assistance for any reason i.e. during an evacuation or other emergency. 

What are the arrangements for consulting parents of children with SEND, and involving such parents in the education of their child?

  • In order to shape the provision for SEND students we work closely with parents to obtain their views, both prior to them attending Putteridge High School, in addition to regular consultation throughout their five years here.  
  • The SEND team liaise with parents/carers via phone and email for those students who require further support. 
  • Relevant information about how parents can support their child at home is communicated where appropriate.
  • Parents emailed when student picked for intervention.
  • We ask parents to complete the 'parent voice' section for the pupil passport.
  • Parents are emailed when a student is placed on interventions.
  • SENCO has a pre transition meeting with feeder primary schools.
  • Highlighted students are invited into a pre transition day to meet the SEND team and other students.

What are the arrangements for consulting young people with SEND and involving them in their education?

  • The child is kept at the heart of everything we do; this means we will always seek the views of a child when discussing their education and provision.
  • Students are involved in the annual provision review conducted by the SEND and Teaching and Learning team. 
  • Any decision regarding additional support or intervention is made with the child and their parents.
  • We involve the child in many wider areas of the school including the school council, the form tutor role and other leadership roles.
  • Students are asked to complete the 'student voice' section for their pupil passport.


What support is in place for improving emotional and social development of pupils?

  • Specific members of the team who are trained Mental Health First Aiders.
  • Wellbeing days/assemblies conducted by outside agencies and delivered to all students in various year groups.
  • Social Skills intervention and Problem Solving sessions arranged for students identified as requiring further support.
  • Key workers are assigned to vulnerable SEND students in order to support them through school and liaise with parents where needed.
  • The school has access to an assigned CAMHs school liaison worker.
  • Student Well-Being survey assigned to all students in order to identify appropriate support for emotional / social development in school. 
  • A designated school counsellor who is ELSA trained (Emotional Literacy Support Assistant).
  • Kooth (Mental Health) Awareness training for the Pastoral Team.
  • ‘Youthscape’ (Local Youth Worker Group) are providing well-being support for all students via tutor time activities and targeted intervention groups.

 How do we support pupils moving between phases and preparing for adulthood?

  • Year 6 pre-transition day for any student who has SEND or is vulnerable in advance of the full Year 6 transition day.
  • Key Workers are assigned on the pre-transition day for identified students who will require additional support.
  • Newly assigned key workers visit students at Primary Schools prior to the summer break to support the transition process and build rapport.
  • The school forwards appropriate SEND information to post 16 education providers to enable a smooth transition, including exams access arrangements documents.
  • The school liaises with the Post-16 service at Luton Borough Council/SENAT to suitably make arrangements for EHCP students and invites the post-16 team from Year 9 onwards EHCP reviews in order to forward plan.

 What is the expertise of staff and how do we train staff?

  • Specialist VI/Braillist TAs who work with our VI students and arrange their support/provision in school.
  • Trained Mental Health First Aiders.
  • First Aid trained Teaching Assistants.
  • A fortnightly SEND ‘drop-in’ discussion with the SENDCO is available to staff and parents.
  • Professional development opportunities are available for all staff and provided through the school, external CPD programmes and the Chiltern Learning Trust.
  • Inclusive learning strategies are shared with all staff on professional development days.
  • The school have a Counsellor who is ELSA (Emotional Literacy Support Assistant) trained to support the well-being of students and provide support to the Pastoral Team.
  • Kooth (Mental Health) Awareness training for all Teaching Assistants and Pastoral Team.

 What are the arrangements relating to the treatment of complaints from parents of students with SEND concerning the provision made at the school?

The schools complaints policy can be found in the policy section of the schools website. 

How do we involve external support services and voluntary organisations, in meeting the needs of children with SEND and in supporting the families of such children?

As part of our service level agreement with the Local Authority, we have access to a wide range of external services that specialise in specific SEND areas, this includes:

  • Speech and language therapist
  • Children and Mental Health Team
  • Autism Team
  • Educational Psychologist
  • Psychotherapist
  • Edwin Lobo Child Development Centre
  • Rehabilitation and Mobility Officer
  • Post 16 Transition Team

 Who can you speak to with regards to SEND at Putteridge High School?

Every teacher will welcome discussions about your child and their SEND; however you may need to speak to specialists within the Support for Learning Team who work more closely with children that have SEND. Members of the Support for Learning Team may be contacted through our SEND Senior Administrator bcollings@putteridgehigh.org. You may also want to refer to the local authority information in the link above outlining what their expectations are in terms of the local offer.


2021 -22 SEN Information report

 To view a copy of our 2021-22 SEN Information Report please click here. 

Support for Learning Newsletter

Issue 4 - April 2023


Issue 3 - February 2023


Support For Learning Newsletter

Issue 2 - October 2022


Issue 1 - October 2022


Kirsten Rockey - SENDCO - krockey@putteridgehigh.org

Becky Collings - SEN Senior Administrator - bcollings@putteridgehigh.org

A copy of our Special Education Needs and Disability Policy can be found by clicking here.

Looked After / Previously Looked After Children

A copy of our Looked After / Previously Looked After Children Policy can be found below:

 Putteridge High School Accessibility Plan 2023


A copy of our School Accessibility Plan 2023 can be found below:


Autism Bedfordshire 

Autism Bedfordshire is a voluntary organisation offering specialised support to adults and children with autism and their families.

Autism Bedfordshire

 Children's Speech and Language Therapy in Luton and Bedfordshire

This website provides great information for parents and carers about children's speech and language development.

Child Speech Therapy 


Helping children, young people and parents/carers to gather, understand and interpret information relating to special educational needs (SEN) and apply it to their own situation



Reviewed July 2022