Learning Support

The Four Areas of SEND Need

At Mossley Hollins High School, we are committed to ensuring that all students can access a broad, ambitious and inclusive curriculum. We recognise that students may experience barriers to learning in different ways and that needs often overlap across more than one area.

Our provision is built upon high-quality adaptive teaching, early identification of need and a graduated approach of Assess, Plan, Do, Review. We work collaboratively with students, parents, carers and external professionals to ensure that support is responsive, effective and focused on improving outcomes.

The SEND Code of Practice identifies four broad areas of need.

Special Education Needs and Disabilities Mossley Hollins High School

This page will help you understand how provision is made at Mossley Hollins High School for students with special educational needs and disabilities (SEND).

At Mossley Hollins High School we very much pride ourselves in providing disadvantaged students the opportunity to progress academically and holistically.

Children learn at different speeds and in a variety of ways. There will be a wide range of ability within your child’s year group. Some of them will need some extra support or provision to help them meet their targets and be happy with us at Mossley Hollins High School.

You are welcome to contact us at any point to discuss your son or daughter’s progress. Please feel free to make the most of parents’ evenings and other events to talk to us.

At Mossley Hollins High School, the Curriculum is never narrowed for students with special educational needs and disabilities. All teachers plan their lessons to ensure that all students can access their learning; we take pride in knowing each individual student to enable their success, ‘scaffolding up’ to provide the best support and challenge in every lesson.

“Every child deserves a fair start in life, with the very best opportunity to succeed. At Mossley Hollins High School we aim to be as inclusive as possible and wherever are able to remove barriers to learning”

Our Commitment to Inclusion

At Mossley Hollins High School, we maintain high expectations for all students. We believe that every young person should be able to participate fully in school life, achieve well academically and develop the skills, confidence and independence needed for their next stage of education, employment or training.

High-quality adaptive teaching remains the foundation of our SEND provision. Additional support is carefully planned to complement classroom teaching and remove barriers to learning, ensuring that every student is able to thrive as a valued member of our school community.

Inclusion Hub

This year, we were proud to launch our new Inclusion Hub, a dedicated space designed to provide targeted support for students and help them thrive both academically and personally. The hub consists of three specialist areas: Re-engage, Reflect, and Reset. Re-engage is a structured workspace where students can take part in short courses of learning to help rebuild confidence, address barriers, and successfully reintegrate into classroom learning. Reflect provides students with the opportunity to consider their behaviour, understand its impact, and develop strategies for positive choices before returning to lessons. Reset offers a calm and supportive environment where students can regulate their emotions using our sensory corner, access targeted interventions, or work in a quiet space on a temporary basis when needed. Together, these spaces have enhanced our ability to meet individual needs, promoting inclusion, wellbeing, and positive engagement with learning across the school community.

How does Mossley Hollins High School help every student?

Every child is an individual. They all develop and learn at different rates. This means that different teaching styles will be used in the classroom to support individual children with their learning.

We provide a cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of children.

Most children will benefit from these different approaches and will make appropriate progress, but some children may need more support.

What if your child needs more support?

If you or the school are concerned that your child is not making adequate progress, it is possible that they may have special educational needs. This will be referred to the SENCO (Special Educational Needs Co-ordinator) and the Learning Support team.

What will we do?

• Assess your child’s particular strengths and areas of concern to decide if they have Special Educational Needs and then:
• Plan appropriate support for your child
• Advise and support other members of staff in the School with regard to supporting your child
• Ensure that appropriate records are kept of progress
• Ensure that you are kept up to date with developments.

What might happen then?

• If needed, we will put in place appropriate provision to support your child to make progress and access the curriculum. This could include one or some of the following:
• Teaching staff having information to support your child  (eg size and font of texts, differentiated work, colour of overlay, seating arrangements)
• Additional Key Skills lessons in small groups
• Catch up Literacy and Numeracy as a lesson 7 provision
• Targeted withdrawal from lessons to work on specific areas, (eg self-esteem support)
• In class support in specific lessons
• Access Arrangements for internal and external exams (these include extra time, the use of a dictionary or a reader)
• Social and Communication groups
• Time out cards.

On board centre support to assist our more academically vulnerable students.

If your child needs support to physically access the curriculum, the support could include some of the following:

• Lift passes
• Learning Support lunch and break passes
• Use of a laptops to allow easier recording and presentation of work
• Buddies to support access throughout the building
• Care plans and fire evacuation plans
• Sloping boards, pen grips, coloured overlays
• Medical passes.

What if more support is needed?

If there are concerns over the progress your child is making even with this support, we will ask your permission to seek further advice from external support services.

We may want to ask for help from, for example;

• a specialist teacher
• an educational psychologist
• a speech and language therapist
• other health professional

You will continue to be involved, and your child’s progress will be regularly recorded and reviewed in the same way. The support will continue until either your child no longer needs this additional support to make progress, or it is decided that a request for a statutory assessment may be appropriate.

Cognition and Learning

Students with cognition and learning needs may experience difficulties with acquiring, retaining or applying knowledge and skills. This may include difficulties with literacy, numeracy, working memory, processing information, concentration, organisation and independent learning. Executive functioning skills such as planning, time management and organisation may also present challenges for some learners.

Universal Provision

All students benefit from:

• High-quality adaptive teaching across the curriculum
• Clear learning objectives and success criteria
• Explicit instruction and modelling of new knowledge
• Retrieval practice and opportunities to revisit prior learning
• Knowledge organisers and visual supports
• Consistent classroom routines
• Vocabulary instruction across all subject areas
• Access to literacy and reading opportunities
• Regular formative assessment to identify barriers to learning

Targeted Group Provision

Some students may benefit from:

• Literacy intervention programmes
• Numeracy intervention programmes
• Small-group reading support
• Study skills and revision workshops
• Executive functioning support programmes focusing on organisation, planning and independence
• Targeted academic mentoring

Targeted Individual Provision

Where needs are significant or persistent, support may include:

• Personalised intervention programmes
• Individual learning plans
• Specialist assessments
• Exam Access Arrangements where appropriate
• Tailored support informed by Educational Psychology advice
• Bespoke strategies to promote independence and curriculum access

Communication and Interaction

Students with communication and interaction needs may experience difficulties understanding language, expressing themselves effectively or engaging in social interaction.

Universal Provision

All students benefit from:

• Clear and concise instructions
• Visual supports and modelling
• Predictable routines and structured lessons
• Explicit teaching of subject-specific vocabulary
• Opportunities to check understanding
• Positive relationships and inclusive classroom environments

Targeted Group Provision

Some students may benefit from:

• Social communication groups
• Structured opportunities to develop collaborative working skills
• Small-group interventions focused on communication and interaction
• Guided support during periods of transition and change

Targeted Individual Provision

Where required, support may include:

• Individual communication plans
• Personalised visual resources
• Speech and Language Therapy recommendations
• Autism-specific strategies tailored to individual strengths and needs
• Enhanced transition planning and key adult support

Social, Emotional and Mental Health

Students may experience difficulties that impact their emotional wellbeing, behaviour, resilience, relationships or engagement with learning. Our approach focuses on understanding and removing barriers to success.

Universal Provision

All students benefit from:

• A positive and inclusive school culture
• Strong pastoral support systems
• Clear behaviour expectations
• Opportunities to develop resilience and wellbeing
• Access to trusted adults
• Mental health and wellbeing education

Targeted Group Provision

Some students may benefit from:

• Small-group wellbeing interventions
• Emotional literacy programmes
• Self-regulation and resilience groups
• Mentoring programmes
• Attendance and engagement support

Targeted Individual Provision

Where needs require more personalised support, provision may include:

• Individual mentoring
• Personalised support plans
• Regular pastoral check-ins
• Risk assessments and support protocols
• Support from external agencies and specialist services
• Multi-agency planning and review meetings

Sensory and/or Physical Needs

Students with sensory and/or physical needs may require additional support to access learning, the environment and wider school life. These needs may include hearing impairment, visual impairment, physical disability, medical needs or sensory processing differences.

Universal Provision

All students benefit from:

• An accessible and inclusive learning environment
• Flexible classroom layouts where appropriate
• Consideration of sensory needs within lesson planning
• Adapted resources when required
• Staff awareness of individual needs

Targeted Group Provision

Some students may benefit from:

• Access to assistive technology
• Targeted programmes to develop independence and organisational skills
• Additional support during practical activities
• Small-group support for developing physical or sensory access skills

Targeted Individual Provision

Where required, support may include:

• Individual healthcare plans
• Specialist equipment and resources
• Personal evacuation plans
• Environmental adaptations
• Exam Access Arrangements
• Support informed by Occupational Therapy, Physiotherapy, Hearing or Visual Impairment Services
• Personalised programmes to promote independence and preparation for adulthood

Tameside Council: Children and young people with special educational needs and disabilities (Local Offer)

A Local Offer gives children and young people with special educational needs or disabilities and their families information about services available in their local area.

Pupil Premium

The Government has introduced a new area of funding called Pupil Premium which is aimed at ensuring students from lower income families have access to educational opportunities to help them to achieve their full potential. Each year the school receives a sum of money for all eligible students who are registered for free school meals, in Local Authority Care or is the child of Service personnel.

For more information on the Pupil Premium, please visit the page below: