SEND / Learning Support


The SEND department ensures that pupils who require additional support due to physical or sensory needs, communication and Interaction needs, cognition and learning needs and social, emotional and mental health needs. The SEND team also support students whose attendance at school has been affected because of health reasons and have their needs fully met whilst being able to access a comprehensive and inclusive curriculum.
The SEND department has its own dedicated learning environments where staff deliver individual and small group intervention sessions for pupils. In-class support is also directed by the department, utilising appropriately trained teaching and non-teaching staff.

All staff within the SEND department liaise closely with staff of the feeder primary schools and with further education colleagues to ensure that pupils with additional needs are appropriately catered for on transfer to Rhyddings at age 11 and on leaving the school for further education at 16.

What is SEND?

A pupil has special educational needs (SEND) if he or she has learning needs that require special educational provision to be made.
A pupil has a learning difficulty if he or she has a significantly greater difficulty in learning than the majority of pupils of the same age or has a disability which prevents or hinders the pupil from making use of educational facilities of a kind provided for pupils of the same age in other schools within the local authority.

All staff at Rhyddings are teachers of SEN and have a responsibility to work together with parents/carers and pupils to develop inclusive practices that will overcome the barriers to learning.

Who is the SENDCO at Rhyddings?

The SENDCO (Special Educational Needs Coordinator) at Rhyddings is Miss Widdowson. Parents should contact her if they have any queries regarding SEND/Learning Support.
Miss Widdowson is available at parents’ evenings to discuss pupil progress and areas of focus and development. The department offers access to the Hub kitchen at break and lunch time lunchtime. In addition, pupils with SEND support will receive termly updates and children with an Education Health Care Plans will also receive an annual review.

You can contact Miss Wddowson by email or by telephone: 01254 231051



Mrs. Haughan is our careers link coordinator supporting SEND students to fully access information and resources provided by the careers officer. Mrs. Haughan implements phonics interventions with small groups to improve reading and literacy levels within KS3. Extracurricular activities include playing the flute, clarinet, saxophone and guitar providing musical accompaniment for school Productions in Performing Arts.

Mrs Hargreaves is a SEND Teaching assistant in KS3, Mrs Hargreaves has been involved in almost every aspect of supporting students with various abilities. Mrs. Hargreaves has delivered learning support lessons which focuses on improving pupils’ knowledge in the core subjects. Mrs Hargreaves has supported students who are Visually Impaired and has recently taken small groups for phonics and IDL interventions, her specialism is Maths.

Mrs Jackson is a KS4 SEND Teaching Assistant, who provides in class support and specialises in the intensive 1:1 needs of our pupils. Mrs. Jackson is also the Looked After Children Link for the SEND department and liaises with the LAC Lead and carers to ensure complete wrap around care is provided so that needs pupils are met.

Mrs Aylmer is our SEND Access Arrangement Coordinator ensuring all resources are put in place for each individual student. Mrs Aylmer is also the departments Intervention lead which involves organising and planning specialised and targeted interventions such as IDL and phonics. In addition, Mrs Aylmer is relied upon for the department’s clerical aspects as well as the day-to-day placement of the SEND team around the school to ensure our students needs are met.

Mr Sparkes, has recently joined the Rhyddings family and the SEND department, Mr Sparkes has played a significant role in the delivery of phonics screening and interventions. Mr Sparkes has been invaluable working across both KS3 and KS4, he is a qualified History teacher and utilises this to help further the knowledge of our SEND students when working with them in The Base.

Mrs Jones, for a number of years Mrs Jones has focussed on supporting Year 7 students with their transition into secondary school, although at present she covers KS3 in its entirety. Mrs Jones is an ELSA (Emotional Literacy Support Assistant) trained and delivers 1:1 sessions to pupils. She provides in-class support to students with a variety of additional needs as well as supporting students emotional and social difficulties within the Hub environment. Mrs Jones also delivers phonics and literacy interventions.

Mr Khawaja is our bi-lingual EAL Lead a cross KS3 and KS4. Mr Kawaja organises and executes EAL intervention delivering 1:1 and small group intervention . Mr Kawaja is frequently involved in supporting the transition of pupils with EAL and also translating for staff and parents. More recently he has trained and been involved in the Phonics testing in school.
Mrs Ashworth is the schools the Nurture Lead. Mrs Ashworth based in the Hub and her primary focus is to support students Social, emotional and wellbeing needs alongside delivering the Nurture curriculum to our year 7 cohort. Mrs Ashworth is also an ELSA and delivers targeted communication and interaction interventions.


The Hub

The Hub exists is to facilitate the development of social, emotional and communication skills whilst developing self-confidence. The environment of the Hub aims to be secure and predictable, providing vulnerable students with access to a safe space which consist of a soft furniture area, sensory room and access to an available adult when needed.

The practise of the Nurture Group uses knowledge of attachment theory to support it, providing:
• Reliable adults who have time to respond to their needs (at whatever developmental stage required)
• Predictable interactions and routines (or changes which must happen explained clearly and well in advance)
• Clear boundaries and limitations
• Specific attachment figures
• Adults who challenge negative internal models through sensitive interaction


The Base

The Base caters for a wide range of students:
• students needing a stepping stone in their transition from primary school
• students who are new to the school who may have additional needs
• New admissions who may need support with transition
• students with additional needs who require support to access the curriculum
• students who are experiencing a difficult period of time in their lives
• Students can access The Base as a check in with their key workers
• EAL intervention

There is a structure pathway regarding learners entering and exiting the Hub provision. This enables learners and staff to monitor and reflect on their individual progress whilst also identifying areas of support.

For Further Information contact Miss Widdowson SENDCo


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