Frequently Asked Questions

How does Mossley Hollins know if my child needs extra help?
If your child is transferring to Mossley Hollins and already has special educational need, your primary school will inform the Special Educational Needs Co-ordinator at Mossley Hollins. These children form the majority of SEND students at the school.
There is planning between the schools and with parents/carers in Year 6 to support the student’s move from primary to secondary school.
On entry to the school, all students are screened on key cognitive skills, language skills and certain core academic skills. This system can pick up potential difficulties at the earliest stage.
Some children do well at primary school but find the transition to secondary education more difficult. The teachers are highly alert so that such areas of need are spotted early and referred to the Pastoral or Learning Support team so that supported can be coordinated promptly.
The school listens to parents. Sometimes, the first signs of difficulty are picked up through conversation at home so parents are always welcome to contact the school to talk about concerns.

How is progress monitored by the school?
⦁ All staff are trained, (through a yearly programme of Continuing Professional Development), in adapting lesson plans to increase the use of elements known to support students who need extra help. For some students with lighter needs, this is all that is required to help them make progress.
⦁ Teachers also have access to the Learning Support Plans of students known to have specific needs and they can collaborate with the specialist staff to build adaptations to activities especially for those individual students.
⦁ Many lessons benefit from having a teaching assistant in the class who can spot difficulties and help to give instant support.
⦁ You will have opportunities to discuss exam choices in Year 9 with the aim of selecting subjects based on your child’s strengths and interests.
⦁ If your child is specifically funded through their EHCP, meetings with the SENCO will include discussion and agreement about how that funding is used and monitored.

What support will there be for my child’s well-being?
It is vital that all students in our school feel valued, cared for, confident and supported.
Staff providing additional support to students with special educational needs automatically include:
⦁ Ensuring that the student knows who they can talk to if they have any worries
⦁ Support around making and keeping friends, having successful friendships
⦁ Conversations, independence in school
⦁ Screening for well-being
⦁ Students who have social, emotional and mental health issues or develop them later on are offered additional measures to help them cope.