Inclusion (SEND Department)

Welcome to the Inclusion Team at Norham High School. We are a dedicated team of teaching and support staff committed to ensuring every pupil can access learning, thrive, and achieve their full potential. Working across the curriculum, we tailor our support to meet individual needs, providing targeted strategies, guidance, and care. We value strong partnerships with families and collaborate closely with external professionals to ensure each child is fully supported throughout their time at Norham High School.

We are a team of 28 staff who are here to support any child with an additional need to fully access their curriculum. We have:

• Mrs. Pearson - SENco

• Mr. Collins – Deputy Senco - Language and Communication ARP Strategic Lead

• Mrs. Sharp – Deputy Senco - EDEN Strategic Lead

• Mr. Campbell – Numeracy Lead and Lead Inclusion TA of KS4

• Mr Mcfarlen - Literacy Lead and Lead Inclusion TA of Literacy 

• 5 x Lead Key Workers (Year 7, Y8, Y9, Y10 and Y11)

• 5 x ARP CSA’s

• 3 x Eden CSA’s

• 10 x main school CSA’s

• 1 x EAL HLTA

Who and how we support

Norham High School is a fully inclusive mainstream school, with specialist provision including an ARP for Language and Communication needs and a Unit (EDEN) for pupils with social, emotional and mental health needs. We are committed to meeting the needs of all pupils, including those with SEND.

We make a wide range of reasonable adjustments to ensure all pupils can fully access learning and school life. In line with the SEND Code of Practice (2014), these adjustments are designed to meet the needs of pupils with a broad range of identified needs, including:

• Language and communication difficulties
  
  

• Cognitive and learning difficulties
  
  

• Social, emotional and mental health needs (SEMH)
  
  

• Physical and sensory difficulties

At Norham High School, we provide a wide range of targeted support, interventions, and resources to help pupils with SEND make strong progress academically, socially, and emotionally. This includes pupils at SEN Support and those with Education, Health and Care (EHC) Plans. Our inclusive approach ensures that all pupils—whether they have disabilities, are learning English as an additional language (EAL), or are looked-after children (LAC)—can access the curriculum and fully engage in school life. We work closely with families, staff, and external professionals to tailor support to each child’s needs, regularly reviewing and adapting provision to achieve the best possible outcomes.

All pupils with an Education, Health and Care (EHC) Plan receive tailored support to achieve the outcomes identified in their plan. Progress towards these outcomes is reviewed at least termly and communicated with the wider staff team through an Individual Education Plan (IEP), staff briefings, and weekly staff bulletins; this ensures that there is a shared and continuous understanding of each pupil’s needs and aspirations. In addition each pupil has a key worker. 

Pupils identified at SEN Support in line with the SEND Code of Practice have an APDR document (Assess, Plan, Do, Review) in accordance with Local Authority guidance. The APDR sets out clear, measurable outcomes designed to support both short- and long-term goals, empowering pupils to work towards their personal aspirations. Support is highly individualised, enabling each pupil to make progress in line with their abilities and ambitions. In addition, these pupils have a one-page pupil passport, providing staff with essential information to deliver high-quality, inclusive teaching and ensure that every learner can access the curriculum successfully. Further more each of these pupils has an identified key worker. 

These approaches form part of Norham High School’s wider commitment to inclusive education and make a substantial contribution to the Local Authority’s Local Offer. We continuously adapt our support and strategies to ensure all pupils, regardless of need or background, are able to achieve their potential and participate fully in school life.

All pupils with an EHC Plan are supported to achieve their outcomes outlined in the EHC Plan. Progress towards these is reviewed at least annually and shared with the wider staff team via an Individual Education Plan (IEP).

Language and Communication Needs

At Norham High School, we provide tailored support for pupils with language and communication needs, including those with:

• Autism Spectrum Condition (ASC)
  
  

• Asperger’s Syndrome
  
  

• Speech, Language and Communication Needs (SLCN)
  
  

• Social Communication Difficulties
  
  

Our curriculum intent is to ensure that all pupils with language and communication needs can access learning, develop essential skills, and participate fully in school life. Support is personalised, evidence-informed, and continuously reviewed to secure progress and positive outcomes in line with the SEND Code of Practice (2014).

Implementation – How we support pupils in school:

• Structured learning and accessible resources: Visual timetables, inclusive teaching resources, and the use of ICT to remove barriers to learning.
  
  

• Social, emotional, and communication support: Social and communication skills programmes, Lego Therapy, supervision during unstructured times, our school counsellor, therapeutic writing sessions (Write It Out) and strategies to manage anxiety.
  
  

• Assessment, planning, and monitoring: Individual Education Plans (IEPs) and pupil passports provide staff with guidance to deliver high-quality, inclusive teaching. Support plans are regularly reviewed and adapted to meet evolving needs.
  
  

• Access to examinations and curriculum participation: Appropriate access arrangements ensure fair assessment and enable pupils to demonstrate their learning.
  
  

• Professional development and specialist input: NPQ SENCo training being completed by SENCo and Deputy SENco. Thrive practitioners. Ongoing CPD opportunities for teaching and support staff. Collaboration with families and multi-agency partners, including the Educational Psychology Service and the Local Authority Language and Communication Team.
  
  

• Targeted assessment and intervention: In-house language and communication assessment tools identify needs early, and referrals to external specialists are made when appropriate.
  
  

• Whole-school strategies: Annual SEND Carousel events help teaching staff adapt classroom resources to ensure lessons are inclusive and accessible to all learners. Further more a whole school CPD offer across the course of the academic year to ensure a continuous progress of learning for all staff to best support the changing needs of all of our pupils
  
  

Impact – Outcomes for pupils:
These strategies ensure that pupils with language and communication needs make measurable progress academically, socially, and emotionally. Pupils are supported to achieve their personal outcomes, develop independence, and fully engage in the school community. Our approach reflects a clear commitment to inclusive education, promoting equity and opportunity in line with the new Ofsted framework’s focus on intent, implementation, and impact.

Social, Emotional and Mental Health Needs (SEMH)

Pupils with social, emotional, and mental health needs at Norham High School may experience, for example:

• Behavioural needs
  
  

• Social needs
  
  

• Mental health challenges such as anxiety, depression
  
  

• ADHD or ADD
  
  

Intent – Our approach
Our aim is to ensure that all pupils with SEMH needs are supported to engage positively with learning, develop resilience, and access all aspects of school life safely. The curriculum, pastoral provision, and school culture are designed to promote emotional wellbeing, positive behaviour, and social development. All pupils are supported to make choices that enhance their learning, relationships, and personal growth, in line with the SEND Code of Practice (2014) and the principles of the new Ofsted framework.

Implementation – How we support pupils in school

• Positive behaviour and pastoral support: School behaviour systems focus on encouraging positive choices, promoting responsibility, and rewarding effort. Risk assessments are carried out to ensure safety and inclusion in all activities. Effective pastoral care is provided for all pupils, and PSHE is delivered weekly during registration sessions.
  
  

• Targeted SEMH interventions: Specific intervention groups run throughout the week, including access to in-school provision such as our school counsillor. Small group programmes focus on social skills development, emotional resilience, and coping strategies.
  
  

• Individualised support: Vulnerable pupils have access to our THRIVE room during breaks and lunchtimes. Pupils with persistent difficulties may be supported through alternative provision placements or targeted after-school intervention sessions.
  
  

• Transition support: Carefully managed transition programmes help pupils move successfully between key stages, including primary to secondary and KS4 to KS5.
  
  

• Family and multi-agency collaboration: The school facilitates Early Help Assessments (EHA) to support families all  year-round. We work closely with external agencies including CAMHS, and our Educational Psychologist. Multi-agency meetings ensure timely responses to emerging concerns.
  
  

• Staff expertise and training: All staff have received targeted training. Key workers are assigned to all SEND pupils to provide consistent support and a first point of contact.
  
  

• Monitoring and review: Behaviour and welfare are monitored using Class Charts, weekly welfare meetings, collaboartion between the Inclusion Team and Guidance Team to identify emerging needs and adapt support quickly. Restorative conversations and home-school communication ensure pupils receive consistent guidance and encouragement.
  
  

Impact – Outcomes for pupils
These strategies ensure that pupils with SEMH needs are supported to engage safely and positively in school life, develop social and emotional skills, and make measurable progress towards their personal outcomes. Pupils are empowered to manage their emotions, build resilience, and access learning in a supportive and inclusive environment. By combining targeted interventions, high-quality pastoral care, and multi-agency collaboration, Norham High School creates an environment where all pupils can thrive academically, socially, and emotionally.

Social, Emotional and Mental Health Needs (SEMH)

Pupils with social, emotional, and mental health needs at Norham High School may experience, for example:

• Behavioural needs

• Social and relational challenges

• Mental health difficulties, such as anxiety or depression

• ADHD or ADD

Intent – Our approach
Our mission is to ensure that all pupils with SEMH needs are supported to engage positively with learning, develop resilience, and participate safely in all aspects of school life. The curriculum, pastoral provision, and school culture are designed to promote emotional wellbeing, positive behaviour, and social development. All pupils are encouraged to make choices that enhance their learning, relationships, and personal growth. This approach aligns with the SEND Code of Practice (2014) and the principles of the new Ofsted framework, focusing on providing meaningful opportunities, personalised support, and equitable access to learning.

Implementation – How we support pupils in school

• Positive behaviour and pastoral support: Behaviour systems are designed to encourage positive choices, promote responsibility, and celebrate achievements. Risk assessments are completed to ensure safety and inclusion in all activities. Effective pastoral care is embedded throughout the school, and PSHE is delivered weekly to all pupils via registration sessions.

• Targeted SEMH interventions: Specific intervention groups run throughout the week. Small group programmes develop social skills, emotional resilience, and coping strategies.

• Individualised support: Vulnerable pupils have access to our Thrive Room during unstructured times. Pupils who require additional support may access alternative provision placements or targeted after-school interventions to meet their unique needs.

• Transition support: Carefully managed transition programmes support pupils moving between key stages, including primary to secondary and KS4 to KS5, ensuring continuity and emotional security.

• Family and multi-agency collaboration: Early Help Assessments (EHA) are facilitated to support families, with a family partner employed year-round to provide additional guidance. The school collaborates closely with external agencies, including CAMHS,and our Educational Psychologist. Multi-agency meetings ensure timely, coordinated support.

• Staff expertise and professional development: All staff receive ongoing training in mental health, including ACEs and Attachment awareness. SEND pupils are assigned a key worker who provides consistent guidance and a first point of contact.

• Monitoring, review, and feedback: Behaviour and welfare are monitored via Class Charts, and strong collaboration between the Guidance and Inclusion Faculties. Restorative conversations and home-school communication support pupils in managing behaviour and developing positive relationships.

Impact – Outcomes for pupils
These strategies ensure that pupils with SEMH needs are able to engage safely and positively in school life, develop emotional literacy, social skills, and resilience, and make measurable progress towards their personal outcomes. Pupils are empowered to manage emotions, build confidence, and access learning in a supportive, inclusive environment. By integrating targeted interventions, high-quality pastoral care, and strong multi-agency collaboration, Norham High School creates conditions in which all pupils can thrive academically, socially, and emotionally.

Sensory and Physical Needs

Pupils with sensory and physical needs at Norham High School may experience, for example:

• Visual or hearing impairments
  
  

• Multi-sensory impairments
  
  

• Physical and medical needs
  
  

• Physical disabilities
  
  

Intent – Our approach
Our aim is to ensure that all pupils with sensory and physical needs can fully access the curriculum, participate safely in school life, and achieve their personal goals. The school is committed to providing an inclusive environment where barriers to learning are identified and removed, and where pupils can engage meaningfully with all aspects of education. Provision is personalised, evidence-informed, and designed to promote independence, confidence, and equality of opportunity, in line with the SEND Code of Practice (2014) and the new Ofsted framework.

Implementation – How we support pupils in school

• Environmental adjustments and accessibility: Reasonable adjustments are made to the school environment, including ramps, lifts, high-visibility stair markings, and accessible toilet facilities, to ensure all pupils can move safely and independently around the site.
  
  

• Curriculum access and ICT support: ICT and other assistive technologies are used to reduce barriers and enable pupils to access the curriculum effectively. Teaching resources are adapted to meet individual needs, including visual, auditory, and multi-sensory supports.
  
  

• Health and therapy support: Provision is in place to support strategies and programmes recommended by Occupational Therapy and Physiotherapy. Referrals to external therapists are made when appropriate, and staff are trained to implement programmes to support physical development and well-being. Medicines are managed in line with the school’s Medicines in School Policy.
  
  

• Sensory support strategies: Pupils are supported using personalised sensory strategies, including the use of fiddle toys, wobble cushions, thera-bands, or ear defenders as required, to help maintain focus and engagement.
  
  

• Multi-agency collaboration: Regular multi-agency meetings are held to review provision, monitor progress, and ensure that all adaptations and interventions are appropriate, safe, and effective. Collaboration with families, therapists, and other professionals ensures a holistic approach.
  
  

Impact – Outcomes for pupils
These strategies ensure that pupils with sensory and physical needs can participate safely, confidently, and independently in school life. Pupils are supported to access the curriculum fully, develop self-management skills, and make measurable progress towards their personal outcomes. By combining environmental adjustments, personalised interventions, and multi-agency collaboration, Norham High School creates an inclusive learning environment where all pupils can thrive academically, socially, and emotionally.

Support available in school

• Expert advice is sought from relevant professionals and acted upon to ensure barriers to learning are identified and effectively removed.
  
  

• ICT and assistive technologies are used to increase access to the curriculum and support independent learning.
  
  

• Teaching and learning provision is adapted to meet individual sensory and physical needs, ensuring full participation in lessons and activities.
  
  

• Pupils have access to strategies and programmes recommended by Occupational Therapy and Physiotherapy to support physical development, posture, and engagement.
  
  

• Referrals to Occupational Therapy or other specialist services are made where appropriate to ensure timely, personalised support.
  
  

• Administration of medicines and health support is managed safely in line with the school’s Medicines in School Policy.
  
  

• Reasonable adjustments are made to the school environment to ensure accessibility for all pupils, including ramps, lifts, high-visibility stair markings, and disabled toilet facilities.
  
  

• Regular multi-agency meetings are held to review and monitor provision, ensuring it remains suitable, effective, and responsive to pupil needs.
  
  

• Sensory support strategies are available to help pupils self-regulate and maintain focus, including ear defenders, fiddle toys, chew toys, wobble cushions, and thera-bands.
  
  

• All support is regularly reviewed to ensure it contributes to pupils’ progress, independence, and ability to engage fully in school life.
  
  

Language and Communication Needs with an EHCP naming Norham Additionally Resourced Provision (ARP)

*In addition to Language and Communication Needs section 

Support available in school

At Norham High School, pupils with SEND have access to a wide range of personalised support designed to meet their individual needs and promote academic, social, and life skills development. This includes:

• A differentiated curriculum with a strong focus on life skills, social development, and cultural capital through the RISE programme of out-of-classroom experiences.
  
  

• Access to GCSE subjects and examinations in Key Stage 4, as well as vocational course options where appropriate, including ASDAN COPE, ASDAN PSD, and short courses.
  
  

• Small group teaching and personalised timetables to ensure that learning is matched to individual needs.
  
  

• Specialist input from an Occupational Therapist one day per week, delivering both whole-class and targeted interventions.
  
  

• Visual timetables, in-class support, and supervision during unstructured times to promote engagement and independence.
  
  

• Use of ICT and other assistive technologies to reduce barriers to learning.
  
  

• Examination access arrangements tailored to individual requirements.
  
  

• Regular review and adaptation of teaching resources to ensure accessibility for all pupils.
  
  

• Access to alternative provision in Key Stage 4 where appropriate to support personalised learning pathways.
  
  

• Specialist training for staff, including Level 3 ASD training for some teachers, to ensure high-quality, informed teaching and support.
  
  

• Individual Education Plans (IEPs) and pupil passports shared with all staff to guide teaching and provision.
  
  

• Multi-agency collaboration with families, external professionals, and support services to ensure coordinated and effective interventions.
  
  

• Opportunities for weekly swimming lessons in Key Stage 3, aligned with the curriculum plan for each class.
  
  

• Support for pupils to access a partial or full mainstream curriculum where appropriate, ensuring inclusion and progression.
  
  

For further information, please visit the Policies section of our website and view the SEND Policy and SEND Information Report.

Meet Sol – our school therapy and reading dog

We are delighted to welcome Sol, our school dog, who has quickly become an important part of school life. Research shows that school dogs can have a positive impact on pupils’ wellbeing and learning. Sol helps to reduce anxiety, supports the development of social skills, encourages emotional resilience, and fosters a sense of responsibility.

In addition, Sol is used to support reading for pupils. Working with a school dog can benefit pupils who may feel reluctant to read, helping to improve reading skills, reduce stress, and build confidence in a relaxed and supportive environment. Across the school, Sol contributes to creating a calm, inclusive, and nurturing atmosphere where all pupils can thrive. Through these activities, Sol plays a key role in promoting pupils’ personal development, wellbeing, and readiness to engage fully with learning — outcomes that are closely aligned with the priorities of the new Ofsted framework.

Sol is a Cockapoo. He is a soft-natured dog who loves human interaction. He attends school 2 days per week and takes part in a number of activities with pupils to provide therapeutic support and promote reading development. 

When in school, Sol:

• Supports in key stage 3 reading lessons where pupils have the opportunity to read out loud to him

• Provides small group and 1:1 therapeutic support to pupils

• Attends the ARP for reward time where pupils have the opportunity to play with him

• Works directly with pupils who are interested in animal care 

Please refer to our policies section for our ‘Dogs in School’ policy and Risk Assessment. 

Get in touch

If you would like to discuss how we can support your child, please do not hesitate to contact us. Our Inclusion Team is happy to provide advice, answer questions, and work with you to ensure your child receives the support they need to thrive.

You can get in touch by:

• Phone: 0191 8143890
  
  

• Email: joanne.pearson@norhamhigh.org
  
  

• In-person: Arrange a meeting with the SENco, Inclusion Team, or relevant pastoral staff.
  
  

We are committed to working in partnership with families, carers, and external professionals to ensure every pupil receives personalised support and can access the full opportunities of school life.

For further information, please visit the policies section of the website and view “SEND Policy” and “SEND Information Report”.