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Four Areas of 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.
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
My child has difficulties with cognition and learning and/or literacy
This can include:
⦁ Reading and spelling
⦁ Learning new information and concepts
⦁ Working with numbers
⦁ Working memory
⦁ Concentration
⦁ Students may have Special Educational Needs and some may have an Education, Health and Care Plan (EHCP) .
⦁ Students may present with difficulties that do not have a specific title
What can Mossley Hollins offer?
All students at Mossley Hollins can access
⦁ Quality First teaching with appropriate Scaffolding.
⦁ Visual aids to support key vocabulary, concepts and themes
⦁ Access to homework support club in Year 7 and 8.
⦁ Access to assessment for identification of significant needs
⦁ Dedicated and caring staff who value all students regardless of ability
Support for targeted groups of students may include:
⦁ Small group lessons that focus on a range of needs such as literacy (including our Lexonik reading programme) handwriting, spelling and numeracy
⦁ Support from external agencies
⦁ Teaching Assistant support in some lessons
⦁ Targeted lunch time clubs for vulnerable students
Targeted individual support many include:
⦁ Targeted, specific intervention led by a specialist teacher or High Level Teaching Assistant
⦁ Support from external agencies
⦁ Appropriate testing for students with literacy difficulties to review and plan
⦁ Subject-specialist Teaching Assistants in key subjects to provide on-going support
⦁ Exam Access Arrangements
⦁ Post 16 Transition support
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
My child has sensory and/or physical needs
This covers students who have difficulties with:
⦁ Vision
⦁ Hearing
⦁ Gross motor co-ordination
⦁ Fine motor co-ordination
⦁ Self-organisation for daily living
⦁ Conditions such as cerebral palsy, physical injury and dyspraxia.
What can Mossley Hollins offer?
⦁ Quality First teaching with appropriate scaffolding
⦁ Visual aids to support key vocabulary, concepts and themes
⦁ School adheres to guidelines on physical access
⦁ Access to homework support clubs in Year 7 and 8
⦁ Access to assessment for identification of needs
⦁ Staff who value all students regardless of ability.
Support for targeted groups of students may include:
⦁ Medical Care Plans
⦁ Handwriting /fine motor/keyboard skills training
⦁ Access to assistive technology
⦁ Access to Teaching Assistant support
Targeted individual support may include:
⦁ Personalised learning support plans
⦁ Outside Agency support from Advisory Teachers
⦁ Individual handwriting /fine motor/keyboard skills training
⦁ Specialist equipment and materials, such as enlarged adapted resources
⦁ Access to assistive technology
⦁ Support for complex medical needs, including practical support
⦁ Exam Access Arrangements.
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
My child has difficulties with Communication and Interaction.
This can include:
⦁ Understanding language
⦁ Using language
⦁ Understanding how to communicate socially with other people
⦁ Conditions include: Specific Language Disorder, ASD/ASC (Autism), and speech sound disorders/delay
⦁ Stammering
What can Mossley Hollins offer?
All students at Mossley Hollins can access:
⦁ Quality First teaching with appropriate scaffolding
⦁ Visual aids to support key vocabulary, concepts and themes
⦁ Access to homework support clubs in year 7 and 8
⦁ Access to assessment for identification of significant needs
Support for targeted groups of students may include:
⦁ Assessment and identification of language need and feedback to parents and staff
⦁ Small group sessions in the On Board Centre.
⦁ In-class Teaching Assistant support in some lessons
⦁ Support through Year 7 Transition
Targeted individual support may include:
⦁ 1:1 session with a speech and language therapist
⦁ 1:1 sessions with other specialist staff in the school, linked to other needs on ECHP
⦁ Individual teaching assistant support in some lessons
⦁ On-going monitoring and regular feedback to parents and students
⦁ Exam access arrangements
⦁ Post 16 transition support
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
This includes all those young people who experience significant periods of high anxiety, stress, distress or anger that affect their education.
It also includes young people who have a range of longer-term recognised ADHD or mental health conditions.
For both groups, issues can include:
⦁ Forming and maintaining relationships
⦁ Bereavement
⦁ Attitudes to attainment
⦁ Attendance
⦁ Self-esteem
⦁ Life outside school
What can Mossley Hollins offer?
All students at Mossley Hollins can access
⦁ Quality First teaching with appropriate scaffolding
⦁ Access to homework support clubs
⦁ Access to assessment for identification of significant needs
⦁ Whole school Central Reward System
⦁ Whole school policy for behaviour management with graduated response
⦁ Key Stage transition support
⦁ Anti-bullying policy
Support for individual students may include
⦁ 1:1 mentoring
⦁ Counselling
⦁ Outside agency input (eg. Educational Psychologist, Early Help, Healthy Young Minds)
⦁ Flexible timetables/On Board Centre provision
⦁ Reasonable adjustments within the lesson
⦁ Child Looked After support
Targeted support for small groups may include:
⦁ Learning Support Centre lunchtime drop-in/OBC pass
⦁ Year 7 transition support
⦁ In-class support in some lessons
⦁ Year 11 support with college applications and career paths.
⦁ Lego Therapy, Social Skills, Zones of regulation and other tailored interventions available.