Our offer

There are four broad areas of need influencing why a child may be identified as having SEND:


  • They are having significant difficulty with their learning and making far less progress than would be expected or they have a specific learning difficulty, for example dyslexia
  • They have emotional or mental health difficulties
  • They have speech and language difficulties or difficulties with social communication/ interaction
  • They have sensory and/or physical needs, for example a hearing impairment

Glossary of Terms




Additionally Resourced Provision/Additionally Resourced Centre


Autistic Spectrum Disorder


Children’s and Young Peoples Service (Previously known as CAMHS)


English as an Additional Language

Golden Time

Reward operated within the school whereby children can participate in self chosen



Information Communication Technology

Key Stage Two

Pupils in years 3 to 6 (aged 7-11yrs) in primary school


Moderate Learning Difficulties


Parent Support Advisor


SEAL stands for Social and Emotional Aspects of Learning.


Special Educational Needs


Special Educational Needs Coordinator


The Special Educational Needs Teaching and Support Service (SENTASS)


Speech Language Communication Needs


Specific Learning Difficulties E.g. Dyslexia, Dyscalculia

For all pupils at Walkergate Community School who have an additional need:

  • We value and recognise the expert role families play in their children’s lives and work closely in partnership with them.
  • We support our families with children with SEN, formally through review meetings and informally through our “open door” approach. Support is offered to families through our dedicated SEN and Welfare team.
  • We are also able to signpost to services and organisations which may offer appropriate input or advice via the Local Offer. 
  • We deliver high quality teaching, adapting the curriculum and our resources to support access to learning. Ofsted Information
  • We use pupil-friendly targets and needs-based Learning Passports. We involve pupils, parents and staff to write, implement and review them. We use this information to inform future planning, teaching and provision.
  • We seek support and advice from outside agencies such as: SENTASS, Community Paediatrics, CYPS, Speech and Language Therapy and the Educational Psychology Service etc. to ensure any barriers to success are fully identified and responded to.
  • We support access to teaching and learning for pupils with SEN, monitored through the schools self-evaluation process.
  • Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
  • We use ICT (both hardware and software) to promote access to the curriculum.
  • We use strategies to promote emotional wellbeing through a Restorative approach. Restorative Practice
  • Whole school policies such as those for behaviour, anti-bullying and SEN are evaluated on a regular basis with a focus on the impact upon pupils with SEN. Walkergate School Policies
  • Activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
  • Support staff are placed where they are needed throughout the school to promote pupil progress and independence.
  • We have an experienced SENCO who can provide advice and guidance.
  • Staff receive on-going training in relation to meeting pupils’ needs in the classroom.
  • We offer home to Nursery, Nursery to Reception and Primary to Secondary transition support for pupils and parents.

For pupils who have a higher level of additional need, in addition to all the above, we provide a key worker:

  • To support the pupil to work on their individual targets.
  • To support access to the curriculum. 
  • To provide pastoral support.
  • To deliver specific targeted interventions where necessary.