Individual Educational Needs

The details of our SEN Information Report can be found here.

Information about the local authority's Local Offer of services and provision for children and young people with special educational needs and disability can be found via

Parmiter’s is an inclusive school which values each and every member of its community, whilst striving to raise aspirations and achievement. The team, led by the Special Educational Needs Coordinator (SENCo), and consisting of teaching assistants and a part time SEN teacher, work closely with class teachers and pastoral staff to provide appropriate support for students who experience some difficulty in their learning. Working together and liaising closely with parents and relevant professionals, we aim to meet the educational, social, emotional and physical needs of the students. We are dedicated to enabling all students to fulfil their potential. Parmiter’s has specialist provision for students with visual impairment.

How do we do this in the classroom?

  • Quality First Teaching, in which teachers adapt learning situations and resources so that all students can make progress.
  • Information for staff, where a student profile is written, detailing areas of need and appropriate strategies, as well as highlighting strengths.
  • Ongoing training for all staff, ensuring that we continue to build our skills and knowledge base to enable us to meet the needs of those with general and specific learning difficulties.
  • Teaching assistants, who work closely with teaching staff, enabling students to access the curriculum alongside their peers, supporting them to overcome barriers to learning and to develop their independent learning skills.

Working with parents

We build good relationships and liaise closely with parents and carers. Focus groups are held to ensure we listen to parents’ concerns and seek parental contribution to our policy and practice.

Transition from Primary School

  • Close liaison with primary schools. Students with particular needs are invited to visit and meet members of the team prior to Induction Day.
  • Cognitive Ability Tests, from which we collect literacy screening data at the beginning and end of Year 7. This provides good information about student needs and data from which to measure progress. Monitoring the progress of the students continues throughout Key Stage 3.
  • Consultations, which are held with parents from the start.
  • The SENCO attends the annual review of Year 6 students who have a Statement of Special Educational Need.
  • Literacy and Numeracy Catch-Up Premium is used in a variety of ways. For example, to facilitate screening that further informs future intervention and support provision, such as small group support during form time or specific resources for individual students.  Appendix 1 gives details of outcomes for students (academic year 2018-2019).

Supporting students with a Visual Impairment (VI)

  • Specialist teaching assistants adapt and develop resources. A range of equipment is available in school and we have four teaching assistants who are able to braille. We work closely with specialists from the County VI team.

Further Interventions

  • Individual and small group teaching, meeting individual need. We use a range of teaching materials and software programmes.
  • Social support groups, offering both specific training in developing social skills and a weekly support group for students on the autistic spectrum.
  • Sixth Formers, working with younger students to develop literacy and numeracy skills.
  • Support for external examinations, in line with guidance and policy from the examination boards.
  • Some students may have an adapted curriculum to enable them to achieve their own personal goals and future plans. This is particularly important for Key Stages 4 and 5, where there is close liaison with personal advisors from Connexions.
  • A homework club, which runs after school on two days per week.