Skip to content ↓
Newman Catholic College

NewmanCatholic College

A UNICEF Rights Respecting School

Special Educational Needs (SEND)

Departmental Vision

At Newman Catholic College, we are committed to offering an inclusive curriculum to ensure the best possible outcomes for all of our pupils whatever their needs or abilities. Our educational aims for students with special educational needs and/or disabilities are the same as those for all students in the school. We hold highest expectations of all our learners and this is reflected in our school’s motto: Everyone Counts, Everyone Contributes, Everyone Succeeds. We thrive to be a fully inclusive school and endeavour to encourage all students to take an active role in their learning and all aspects of their school life.

Inclusion Department:

Mr A Dunne: Deputy Headteacher, Lead Safeguarding Officer
Miss S Jackson:

Inclusion Leader /Special Educational Needs Co-ordinator (SENCo)

Ms L  Jones: Assistant SENCO/ASDAN Coordinator
Mrs B Jeeves: SEND Link Governor
Ms B Goodin: Lead learning Mentor, Multi Agency Coordinator, Safeguarding Officer.
Ms H Kieran: Pastoral Support Manager

Learning Support Assistants:

  • Mr R Pacquette
  • Ms M Emerson
  • Mr M King
  • Ms J Clarke - HLTA
  • Miss S O’Brien - HLTA
  • Mrs S Pedroso - HLTA
  • Mr S Todd
  • Ms J Englishby- CLA designated staff , Safeguarding Officer
  • Mr A Boake Smith
  • Mr D O'Donnell
  • Mr M De Four

Identification of SEN:

Pupils are identified according to the criteria for SEND as defined in the SEND Code of Practice 2015;

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health 
  • Sensory and/or physical needs

What are Special Educational Needs?

Definition of Special Educational Needs and Disability (SEND):

Pupils have special educational needs if:

  • They have a significantly greater difficulty in learning than the majority of other pupils of the same age or;
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools;
  • Under the Equality Act 2010. Schools must not discriminate and they must make reasonable adjustments for disabled young persons; 
  • The definition of disability in the Equality Act includes children with long term health candidates such as; asthma, diabetes, epilepsy and cancer. These children may not have Special Educational Needs, but there is a significant overlap between disabled children and young people with SEN. Pupils might have a Medical (MED) need which does not necessarily imply SEN but they will be included on the school’s medical register.

If your child has more difficulties than most children their age with aspects of their learning, communication or behaviour, they are likely to benefit from additional support in school which will enable them to access the curriculum at their level. This is achieved by a flexible combination of extra support within lessons and some withdrawal lessons that are taught by our highly skilled SEN teachers.

We network with a number of services with the aim of providing the best support. Agencies/services include: Educational Psychologist, Occupational Therapy, BOAT, CAMHS, Outreach Support Workers and Speech & Language Therapy.

If you are concerned about your child's progress and think that your child may have a Special Educational Need or you are considering sending your child to Newman Catholic College and you would like to discuss this, please contact Sakina Jackson, Inclusion Leader on 02089653947 ext. 403.Email

Inclusion /Support

At Newman Catholic College, we have several approaches to supporting pupils’ learning:

  • Universal/ Wave 1 – This is the quality first teaching your child will receive from her/his class teacher and may include differentiated approaches to match pupils’ individual learning needs.
  • Targeted /Wave 2 - It may be appropriate to consider making additional short term special educational provision to remove or reduce any barriers to your child’s learning. This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.
  • Specialist /Wave 3– It is sometimes essential to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.

Commonly used Acronyms

SEND-Special Educational Needs and Disability

SENCo-Special Educational Needs Co-ordinator

EHCP-Education Health Care Plan

SEMH-Social, Emotional and Mental Health difficulties

SALT-Speech and Language Therapy

EP-Educational Psychologist

SpLD-Specific Learning Difficulties

ASD-Autistic Spectrum Disorder

BOAT-Brent Outreach Autism Team

OT-Occupational Therapy

CAMHS-Child and Adolescent Mental Health Service

HLTA-Higher Level Teaching Assistant

SLCN-Speech Language and Communication Needs