Our Mission Statement  

Granville Sports College is committed to:

  • Raising standards of achievement and creating opportunities for all pupils, regardless of needs to develop their full potential and improve their life chances
  • Raising the aspirations of the whole College community by creating a culture of continuous learning that celebrates success at all levels
  • Developing a College that is the pride of the local area where pupils, parents, staff, governors and wider community feel valued, listened to and welcomed for the diverse contribution they make to our College life

SEN Information Report November 2016 

How does the school know if children/young people need extra help?

Granville Sports College is a mainstream school. Our guiding principle is one of inclusion and our aim is to identify and break down possible barriers to learning for all pupils with Special Educational Needs and/or Disabilities (SEND).

We aim to ensure that:

  • Pupils with learning difficulties and/or disabilities are able to access a broad, balanced and relevant curriculum
  • Pupils with SEND are given opportunities to reach their full potential within an inclusive environment
  • Individual learning needs are met whilst raising self-esteem
  • We identify pupils with SEND as early as possible in line with the 2014 Code of Practice
  • We work closely with parents and partner agencies to support pupils with SEND
  • We use all resources efficiently to put a range of provision in place
  • We keep up to date with current SEN good practice and methodology and offer support and training to staff in school

There are four types of Special Educational Needs and Disabilities

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory or physical

A pupil has SEND where their learning difficulty or disability calls for different or additional support from that which is normally available to pupils of the same age.

Pupils with SEND are identified as early as possible using information from various sources:

Primary school settings; National Curriculum assessments; reading and spelling tests; teacher assessment and school monitoring procedures; parental/guardian concern; partner agencies; and previous school records/reports.

This information forms the basis for planning support programmes to meet the needs of individual or groups of pupils and to inform lesson planning.

If a pupil is identified as having SEND then they will be added to the SEN register for as long as the support is required.

What should I do if I think my child may have special educational needs?

Your main point of contact at school should always be your child’s tutor. Start by contacting the tutor to discuss your concerns. You may then need to speak to the Special Educational Needs Co-ordinator (SENCO) Mrs S Smith.

How will I know how my child is doing and how will you help me to support my child’s learning?

Parents are made aware of the progress their child should be making, as well as the progress they are actually making, through Progress Reports and Parent’s Evenings. At Parent's Evenings teachers will discuss learning within their subject and how parents can support this outside of school. Tutors/Assistant House Leaders and House Leaders play a key role in contacting parents about things that have happened in school and ways in which parents and school can work together to support students. Parents are able to meet with staff from the SEND team to discuss individual learning difficulties.

How does the school know how well my child is doing?

As part of their Professional Standards, teachers monitor and review all pupils’ progress throughout the year. Pupil progress data is collected on a regular basis to enable tutors, subject teachers and mentors to track the progress that pupils are making and to intervene if pupils are experiencing difficulties. The overall progress of pupils with SEND as well as within individual subjects is analysed each term. Governors are kept up to date with feedback reports.

The effectiveness of additional support programmes provided by Learning Support is also monitored through formal and informal assessments.

At the start of Year 7, pupils are screened for reading and spelling skills to identify when pupils need further support. Should further support be required pupils are placed onto the Literacy Support Scheme and given appointed times to attend Learning Support with Assistant SENCO, Mrs J Finney. 

The school’s behaviour management system provides staff with evidence that shows how well a pupil is engaging in school. This is monitored through the School’s Pastoral System.

How will the school staff support my child?

Subject teachers are responsible for the progress of all pupils in their lessons. They are trained to teach children of all abilities and are expected to make the curriculum available to all.

The Special Educational Needs Coordinator (SENCo):

  • works with the Headteacher and Governing Body to determine the strategic development of the SEN policy and provision in the school.
  • oversees the day-to-day operation of the school’s SEN policy and co-ordinates provision efficiently for children with SEND
  • ensures that teachers and support staff understand the individual needs of pupils with SEND and provides training where required
  • supports parents of pupils with SEND, including liaison with primary and other secondary schools, the local authority and its support services, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • supports pupils with SEND through transition phases and liaises with partner agencies
  • works with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements. Additional provision for pupils with SEND who are significantly below the expectations for their age may include one of the following:
  • Additional adult support in class
  • Withdrawal sessions

The SENCO is supported by the SEN team which includes 6 Academic Mentors. 

How will the curriculum be matched to my child’s/young person’s needs?

In all lessons subject teachers plan to differentiate work in order to meet the needs of pupils with SEND and to help them make at least expected progress. The SENCo issues an information booklet which is updated in consultation with staff to support teachers in their planning.

Pupil Profiles and Learning Passports, where appropriate will also be developed to inform planning. In some lessons AMs are directed by staff to support pupils to develop skills. Some pupils receive focused individual or group support within the Learning Support Centre to improve Literacy, Numeracy and Social skills that will impact on progress across the curriculum.

In all curriculum areas, pupils are grouped by ability. However, teachers are aware of the variety of learning needs within these classes. Subject teachers may differentiate the activities and resources within their lessons in a variety of ways to help pupils access the learning e.g.

  • Visual, auditory or kinaesthetic activities
  • Small group learning
  • Alternate learning at home activities
  • Adapting or providing extra resources and materials

At Key Stage 4 pupils choose from a range of GCSE, BTEC and vocational courses which help them to prepare for the next steps in their education. Pupils and parents are offered advice and careers guidance at the appropriate time. Alternative curriculums can be put into place.

For pupils with SEND the Learning Support Centre is open before and after school, break and lunchtimes every day so that pupils can receive personal support with reading or homework issues. The School also provides a breakfast club and Student Wellbeing is also available for our more vulnerable pupils.

There are also homework clubs and subject specific support sessions after school which are open to all pupils within Curriculum areas.

How is the decision made about the type and how much support my child will receive?

Provision is arranged to meet a pupil’s needs given the resources available. This approach reflects the fact that different pupils need different levels of support to make expected progress. There is ongoing consultation between the SENCo, subject teachers, Heads of Faculty and House Leaders to discuss the pupils’ needs and appropriate support.

There is ongoing communication with parents/carers regarding additional support for pupils with the SENCo.

How will my child be included in activities outside the school classroom including school trips?

All pupils are entitled to be included in all aspects of the school community and we aim for all pupils to be included in school trips and out of school hours learning opportunities.

A risk assessment is carried out prior to any off-site activity to ensure that everyone’s health and safety cannot be compromised. We will make every effort to make reasonable adjustments to enable a pupil to participate but in the unlikely event that it is considered unsafe for a pupil to take part in an activity then alternative relevant activities will be provided in school.

What support will there be for my child’s overall wellbeing?

The tutor and the House System are at the heart of the school’s pastoral system and it enables the tutor to gain an overall view of pupils’ wellbeing. In addition to tutors, there are Assistant House Leaders and House Leaders trained to support pupils with social and emotional difficulties.

The Learning Support Centre provides a quiet area for pupils who struggle with social situations as well as the Student Wellbeing. This opens before and after school and during lunchtimes.

Procedures are in place to support pupils with medical needs and the school follows Derbyshire County Council policy regarding the administrations of medication. Parents should contact the Medical Officer, Miss Helen Laud  with any concerns.

What specialist services and expertise are available at or accessed by the school?

The SENCo liaises with a range of specialist services to ensure provision for pupils is appropriate and meets their needs. These include:

  • Health – GPs, school nurse, clinical psychologist and psychiatrists (CAHMs), paediatricians,
  • Speech and language Therapists, occupational therapists, physiotherapists
  • Social Care services – multi-agency teams (MAT), social workers, child protection teams
  • Derbyshire Educational Psychology Service
  • Derbyshire Careers Service
  • Derbyshire specialist teacher advisors – visual impairment, hearing impairment, physical impairment
  • Derbyshire local inclusion officer
  • Autism Outreach 

What training have the staff supporting SEND had or what training are they having?

SEND training is an ongoing programme of professional development for staff.

  • All staff are trained each year on the needs of new pupils joining the school – this can include training from specialist agencies or consultants, as well as the SENCo or other staff with relevant expertise.
  • AMs have completed the required qualifications.
  • On-going training with external providers and in-house training is conducted to ensure all AMs are trained in the areas they will be supporting in or delivering.
  • Staff have received training on the New Code of Practice 2014 and how it affects their practice.

How accessible is the school both indoors and outdoors?

The school’s ground floors are fully accessible for wheelchair users. The site has disabled toilets. Car parks have bays for disabled badge holders.

How are parents involved in the school? How can I get involved?

Granville Sports College is committed to promoting a genuinely inclusive approach where pupils and parents participate as fully as possible in the decision making process that determines support and provision. In order to achieve the best possible educational and other outcomes for pupils, the views, wishes and feeling of pupils and their parents will be taken into account. This is particularly important at transition points to ensure appropriate decisions are made and pupils are prepared effectively for adulthood.

The views of parents are highly valued and the school conducts questionnaires to seek feedback on a wide range of topics which inform whole school planning. Strong partnerships with parents support pupil progress and parents have the opportunity to meet with subject teachers at Parent’s Evenings and tutors at various events. We would encourage parents to use the Pupil Planner to keep in regular contact with tutors or to telephone/email to make an appointment if you wish to discuss a concern in detail.

Parents are able to meet with staff from the SEN team to discuss individual learning difficulties.

Pupils’ views are highly valued and their opinions are sought on many aspects of school life using a variety of methods:

  • Pupils are able to express their views in tutor forums and via House council meetings where pupils are elected each year to represent their peers. The School has a Pupil Parliament which consists of elected members from each of the three Houses and members of Pupil Leadership Team from our Year 11 cohort
  • The School Council is consulted in whole school developments and the working parties which are; charity, anti-bullying and Eco Schools which provide feedback to the Head teacher and Senior Leadership Team routinely throughout the school year
  • Groups of pupils are involved in the interview process for new members of staff
  • Pupils taking part in an intervention programme will discuss their progress and contribute their views to target setting.
  • If your child has an EHCP or Statement of SEN their views will be sought before any review meetings.

Who can I contact for further information?

A parent’s/carer’s first point of contact should be the child’s tutor to share concerns.

Parents/carers can also arrange to meet the SENCo, Mrs S Smith by telephoning 01283 216765 or emailing This email address is being protected from spambots. You need JavaScript enabled to view it..

SENDIAS is a free, impartial service which provides support, guidance and information about education issues to parents of children who have Special Educational Needs and/or Disabilities.

How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?

Contact the school admin office to arrange to meet, Mrs S Smith by telephoning 01283 216765 or emailing This email address is being protected from spambots. You need JavaScript enabled to view it..

A smooth transition from Key Stage 2 to 3 is very important to us and the school takes great care in preparing pupils for the changes ahead. Pupils will learn effectively when they feel prepared, comfortable and safe in the school environment.

Parents and pupils in Year 5 and 6 are invited to an open evening in October where guided tours enable them to see different areas of the school in action. The school works closely with our partner primary schools to organise a programme of activities, visits and experience of secondary school life during Year 6. Mrs Smith, SENCO, and Mrs Finney, Assistant SENCO are available at primary school parents' evening for parents to discuss transition. Furthermore, there is a parallel programme of additional activities for those pupils who are especially vulnerable and nervous about change which is organised by our SENCo and Nuture Programme.

Parents/carers are invited to a parents’ meeting during the Year 6 Induction day in July to meet their child's Form Tutor, Senior Leaders and members of the Pastoral team.

The SENCo meets with the Year 6 class teachers to gather information on pupils’ strengths and needs which is shared with secondary school teachers and built into planning. The SENCo also attends Annual Review meetings in Years 5 and /or 6 to establish the needs of students with EHCP or Statements of SEN. Personalised visits for individual pupils and parents can also be arranged with the SENCo. Early in the first term parents/carers of new Year 7 students are invited to meet their child’s tutor to introduce themselves, share information and establish contact with the school.

At Key Stage 4 (Years 10 and 11) pupils choose from a range of GCSE, BTEC and vocational courses which help them to prepare for the next steps in their education. During Year 9, pupils are given a wide range of support to help them make appropriate decisions regarding option choices at Key Stage 4. Parents are also invited to an information evening that is attended not only by Granville staff but also post-16 providers. Independent careers advice is also provided by the Derbyshire Careers Service.

During Year 10 all pupils have the opportunity to complete one weeks’ worth of Work Experience and pupils with SEND are given additional support where necessary. Pupils with an EHCP or a Statement of SEN who are moving onto further education or training are supported by a member of the multi-agency team (MAT). The MAT worker will attend all annual review meetings from Year 9 to help plan and organise support for the move to college or vocational training.

The SEN team liaises with Derbyshire specialist advisory teachers to support individual students with SEND e.g. to accompany a pupil with a visual impairment on college visits.

In-year starters – all pupils admitted to the school after the start of the academic year are screened on entry to identify any areas of need and to provide information to staff about the pupil’s learning. Contact is always made with the previous school to ensure the transfer of information and the child’s school file. Moving to a new school – Contact is always made with the new school to ensure the transfer of information and the child’s school file.

See also:

About us

The school office is open Monday - Friday 8:00am to 5:00pm during term time.