The school motto is ‘Learning Together’, and the Special Educational Needs (SEN) Department aims to provide opportunities to develop the potential of every child at St Sampson’s High.

Students with SEN must:

  • Be valued as individuals
  • Be encouraged to work with their peers
  • Have support to cope with their needs
  • Given high expectations and the tools to meet these.

Overall, the SEN Department aims for SEN students to be Supported, Self-reflective and High-Achieving (SSH), regardless of their needs.

What is SEN?

Here is a definition of Special Educational Needs:

Pupils have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Pupils have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in similar schools

Pupils must not be regarded as having a learning difficulty solely because the language of their home is different from the language in which they will be taught. These are considered EAL (English as an Additional Language) students, which is overseen by Katie Elward, the EAL teacher.

Students with behaviour difficulties DO come under the SEN department’s jurisdiction, but largely this is overseen by the Behaviour Co-Ordinator (BECO) and Behaviour Intervention Assistant.

What help does the SEN Department offer?

Current provisions offered by the SEN department include:

TOP (Thinking, Organisation & Planning) Quiet time in a group, overseen by a teacher, to complete homework during the school day.
Rooted in Reading/Reading Groups Delivered to whole classes in Years 7, 8 and 9 by the SENCO, for students with literacy difficulties.
One-to-one Reading Usually for Year 7s, students read with a teacher during tutor time at least twice a week.
Curriculum Support This is often one-to-one or in a small group, overseen by a teacher or Teaching Assistant, and allows students to catch up with class work or reinforce subject knowledge and skills.
Phonics Usually in pairs or small groups, we use the ReadWriteInc. Fresh Start programme to support dyslexia or literacy-challenged students, withdrawing them from a lesson to focus on basic literacy skills. This is delivered by a teacher or Teaching Assistant.
Mentoring For some students, an in-school mentor, such as a Teaching Assistant, is invaluable in helping them organise themselves and prepare for the day-to-day tasks expected of them in school.
Speed Up! Handwriting Intervention Aimed at Year 7, the Speed up! programme takes a hands-on and creative approach to students with handwriting difficulties, delivered by the SEN Assistant.
Teaching Assistants We one TA based in CG3 (a classroom) delivering curriculum support, phonics, and mentoring. We have one TA supporting SEN students in Years 7, 8 and 9.Additionally, we have two TAs who share their time between behaviour support (in the school’s CSI behaviour unit) and supporting SEN in the classroom.
Individual Educational Plan (IEP) If you would like to meet with the SEN Assistant, she will complete an IEP, shared with staff, to give an overview of how that student can be best supported across the school.

Get in Touch

The easiest way to get in touch is via email. This could be to arrange a chat on the phone or to arrange a meeting.

Email the SEN Assistant ([email protected]) and she will get back to you with a response to your query or refer you on to the relevant person.

SENCO Ms Kate Kanjere
SEN Assistant Miss Rhian Harris
BECO (acting) Mr Chris Haimes
Behaviour Intervention Assistant Mr Sam Mauger
Line Manager to the SEN Department Mr Chris Eyton-Jones
Teaching Assistant (based in CG3) Ms Joy Le Page
Teaching Assistant (class-based) Ms Victoria Falla
Teaching Assistant (Behaviour & SEN) Miss Sophie Miller
Teaching Assistant (Behaviour & SEN) Miss Lois Francis-Jehan