Campion School and Language College is a secondary school which welcomes students with a range of special educational needs and disabilities (SEND).

Central to our school’s philosophy is the importance of the inclusive nature of our school community.  We believe as stated in our Mission Statement that our school is a place where we seek to grow each person with the personal and academic skills needed to be successful as they branch out into adulthood.  We appreciate the importance of ALL our students taking an active part in a curriculum which aims to fully develop their intellectual, social, religious, emotional, aesthetic, moral and physical capabilities.

Every student at Campion has the opportunity to follow all National Curriculum subjects as well as GCSE and/or appropriate vocational subjects.  As a school we are committed to narrowing the attainment gap between SEND and non-SEND students through a combination of quality first teaching and appropriate interventions where necessary.


The SEND Department currently consists of the following staff:

  • Assistant Heateacher for Inclusion/Safeguarding
  • Special Educational Needs Co-ordinator (SENCO)/Head of Inclusion
  • Designated Teacher for Children in Care (SENCO)
  • Specialist EAL Co-ordinator (SENCO)
  • TA Specialists – Literacy
  • TA Specialist – Numeracy
  • TA Specialist – ASD/ADHD
  • TA Specialists – Humanities
  • TA Specialist  Science
  • Learning and Behaviour Mentor
  • Wellbeing Mentor
  • Transition and Year 7 Key stage Manager
  • Achievement Mentor
  • PSA

Identifying students with SEND

Information from primary schools is the starting point for us in identifying those pupils with learning needs for which additional help may be required.  All of our feeder schools are visited by a member of staff and wherever possible we aim to meet with pupils, Year 6 teaching staff and the school’s SENCO where appropriate.  Our Year 6 Data Capture Form includes information relevant to a student’s special educational need or disability.  As SENCO I will also attend final Statement/IEP Review Meetings when invited by the primary school, and will provide additional transition time for those vulnerable pupils who are anxious about the move to secondary school.

In addition at the start of Year 7 all students will have their reading and spelling assessed, and the information will be used to establish who might need additional support.

As the term progresses the SENCO will liaise with subject teachers and support staff to identify any students who are not making the expected levels of progress.

Whenever the need for additional support is identified the SENCO will make contact with the student’s parent/carer who will be invited into school to discuss support options and strategies.

The school undertakes to involve outside specialists when necessary to assist with the identification of special educational needs and to advise on effective support and interventions.

 Reporting and Feedback

All students receive written reports once a year plus termly progress reports, which show the progress that students are making towards their target grades.  Parents/carers with concerns about their child should contact:

  • the subject teacher if they are concerned about their child’s progress in a particular subject, as they are accountable for the development of all pupils in their class
  • the SENCO if they have worries about their child’s learning in general
  • the Head of House and Key Stage Managers if they are concerned about behavioural issues

Students with a Statement of Special Education Needs or Education & Health Care Plan (EHCP) will have it reviewed on an annual basis and detailed feedback will be obtained from subject teachers and support staff.  In addition there will be a further two opportunities for the parents/carers of students with Statements and EHCPs to meet with the SENCO to discuss their child’s progress – one of which will be Parents’ Evening.  All parents/carers of these students will be invited to attend these meetings either by phone and/or letter.  Details of Statements and EHCP’s will be circulated to all staff.

Where a child has been identified as having a special educational need or disability (other than a Statement or EHCP) the SENCO or a member of the support team will meet with the child and their parent/carer in order to discuss their needs, appropriate interventions and strategies, and the progress they are making.  Following on from this meeting the SEND Department will produce a Student Profile, which will include:

  • a photograph of the child
  • their current grades and levels together with end of year and end of Key Stage targets
  • what the pupils wants staff to know about them
  • action and strategies that work well with this pupil
  • specific targets – particularly for literacy and numeracy
  • details of interventions and the progress being made

As a department we will aim to discuss the child’s progress on two further occasions – one of which will be the Annual Parents’ Meeting.  All parents/carers will be invited to attend these meetings by phone and/or letter.  The Student Profile will be circulated to all staff so that they know how best to support the students in their lessons. 

Supporting students at school with medical conditions

In line with recent statutory guidance from the Department for Education (April 2014) we aim to ensure that students at Campion with medical conditions are properly supported so that they have full access to education, including school trips and physical education.

We have a Wellbeing Mentor with responsibility for all the medical needs of students and they will liaise with students and parents, consult health and social care professionals, coordinate support and share relevant information with staff.  They are responsible for ensuring that:

  • Individual Health Care plans are prepared where necessary (after consultation with parents and the relevant health care professionals) and that they are shared with all staff – the level of detail within plans will depend on the complexity of the child’s condition and the degree of support needed
  • Staff are competent and have confidence in their ability to support pupils with medical conditions, and to fulfil the requirements set out in individual health care plans by arranging relevant medical training including training on Allergies and the use of Epipens, and supporting pupils with asthma and diabetes


Provision is based on the graduated approach as specified in the 2014 Code of Practice, with subject teachers responsible and accountable for the progress and development of students in their class, including students who may be receiving additional support from teaching assistants.

At Campion we

  • Recognise that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who may or may not have SEND.
  • Believe strongly in the benefits of early intervention and therefore target a lot of support at Key Stage 3.

Our provision includes the following:

  • Person centred reviews, where appropriate.
  • Smaller classes in lower sets, where subjects are ability grouped – particularly in English, Maths and science.
  • In class support targeted at those pupils with the greatest need
  • Fresh Start Literacy and Rapid English Intervention – phonics based intervention programme aimed at students with low levels of literacy.
  • Peer Reading – involves KS3 students reading with KS5 students with the purpose of encouraging reluctant readers and increasing their levels of fluency
  • Maths intervention groups – targeted interventions based on pupil need
  • Social Group for those students with a diagnosis of Autism, which has been developed in conjunction with the Communication & Autism Team
  • Reasonable adjustments policy, where necessary for pupils with Autism and/or ADHD
  • Parent support group for parents/carers of pupils with Autism/ADHD
  • Nurture provision
  • Lunch time provision for vulnerable pupils
  • After school homework club
  • Access arrangements for examinations, as appropriate
  • Careers advice from an in-house careers expert
  • Access to mentoring/counselling
  • Access to family support service workers
  • Non-teaching Key Stage Managers
  • EAL language support for students who have recently arrived in the country

As a school we recognise the importance of evaluating the effectiveness of the provision we make for students with special educational needs.  This will involve:

  • Measuring impact on the pupils progress by an agreed date
  • Obtaining the views of parents/carers and the pupils concerning the provisions put in place
  • Adjusting provision in the light of pupil progress

Links with other agencies

Students at Campion receive support from the following agencies:

  • Education Support Service
  • Communication and Autism Team (CAT)
  • Visiting Schools Support Service (Physical and Sensory Impairment)
  • Connexions
  • Educational Psychologists
  • Support for ‘Looked-After Children’ via the Virtual School
  • Medical Service - the school nurse visits the school regularly
  • Social Services - contact as required. Mr S.King, Mrs S. Hammond and Miss S.Long (DSLP)

Making Contact

If you are concerned that your child may have a special educational need or if your child has already been identified as having a special educational need or disability and you wish to discuss their progress you should contact Dejeneira Pygott (SENCO) on 01604 833 900 or email  In addition as a department we are always striving to improve our performance and welcome feedback from parents/carers.

The School Governor with responsibility for SEND is Mr Simon Potts who can be contacted on the above number.

The information contained in this publication is correct at the time of publication but we reserve the right to amend SEND provision.


For Northamptonshire’s Special Educational Needs - Local Offer click the following: