Our Special Educational Needs & Disabilities Philosophy

At Saint Hugh’s we are passionate that all children are supported to reach their full potential and are committed to narrowing the attainment gap between SEND and non-SEND students. We encourage all of our pupils to have ambition and have high expectations for them all.

We offer a graduated approach in supporting children with SEND and work closely with parents and outside agencies (when necessary). We aim to ensure all children have access to a broad and balanced curriculum, which supports their academic, social, emotional and spiritual development.

In our school we are keen to ensure that every child feels valued and has the opportunities to participate in the wider life of the school. Maintaining and raising self-esteem is crucial to our approach and we hope that our nurture and guidance prepares our students for the next stage in their education.

We believe that all children regardless of having a SEN or a disability can achieve wondrous things and become life-long learners for life. We are very proud of the provision we make for children who may have Special Educational Needs.

Definition of SEND (Code of Practice 2015)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or,
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

“Being a parent of a child with Special Educational Needs is hard.  Sometimes it hurts to know your child is not like their peers. What we need from a school is support and understanding and that is exactly what I feel we get from St Hugh’s. From the moment I walked in the door I got the feeling that this school valued my children as individuals and wanted them to achieve their full potential. Right from day one I got the feeling that we were working as a team to support the children. The teachers  listen to us and recognise that we are the experts in our own children. IEPs have been completed and stuck to and are pertinent to the needs of my children. We have regular review meetings and paperwork is always good. But it isn’t that that matters, it’s the little things like a teacher coming out onto the playground to tell me tomorrow would be different so I can prepare my son, a timetable provided so we always know what is happening each day, someone from the office letting me know they would need to come in PE kit because she knows my son would likely forget and then be upset. It’s the humour  to cheer me up when I report a bad morning, the fact that each day is a fresh day no matter what has gone before, the fact that every member of staff I meet knows about my children and their issues, the fact that teachers have used their own time to find out more about the form of ASD my daughter has.
We feel valued here.”

“The school environment and the curriculum is good.”

“School is very approachable. The curriculum is differentiated to suit the needs of all students.”

“I have always felt that the school supported my older son and is now supporting my youngest with his needs and are very approachable.”

“I feel that I can ask for help and I am not scared to say when I don’t understand something.”

“If you are struggling with something, the teacher or TA will go over it with you. I feel happy and glad that I can explore my feelings.”

SENCO Contact Details

SENCO: Miss Parveen Noor

SENCO Support Assistant: Mrs Julie Webster