Frequently Asked Questions

How does Stradbroke High School know if its pupils need extra help and what should I do if I think my child may have special educational needs?

Stradbroke High School knows its pupils need extra help through:

  • Baseline assessments on entry in Year 7
  • Careful tracking of data
  • Observations of pupils
  • Prior attainment (Key Stage 2 SATS)
  • Liaison with parents/carers
  • Information from previous educational provision
  • Feedback from Teachers and Teaching Assistants (TA)

If you have concerns about your child:

  • Speak to their form tutor
  • Liaise with the SENCo (Karen Millar)

Once a full picture of concern/need has been identified appropriate plans of action will be put in place, this may include: EHCP application, Educational Psychologist  referral, Speech & Language referral, an in school intervention or additional work to complete at home.

How will Stradbroke High School staff support my child?

Support will depend on the identified level of need but could include:

  • Specific Interventions for literacy, numeracy, social skills, motor skills etc.
  • Differentiated teaching
  • Practical provisions such as; writing slope, overlays, dyslexic friendly font, use of sensory room
  • We will liaise with relevant external professionals, such as; OT, SALT, Ed. Psych, CIR, BSS
  • Liaison between class teachers and SENCo.
  • Pastoral support/mentoring

The impact of these interventions are carefully monitored to ensure that they are effective.

How will the curriculum be matched to my child’s needs?










  • We expect all teachers to differentiate appropriately to ensure high quality teaching. Staff know the national expectations and the progress of individual pupils so can plan lessons accordingly.
  • Sometimes pupils will be taught in setted groups rather than mixed ability to ensure that they make maximum progress.
  • Alternative Key Stage 4 curriculum such as Entry Level, AQA Units, Life Skills and Asdan.
  • Fewer subjects studied at Key Stage 4 to allow time for over teaching of key content.
  • The school will make all reasonable adjustments to the learning environment and equipment to cater for pupils with physical needs.


How will I know how my child is doing and how will Stradbroke High School help me to support my child’s learning?

  • Annual full report and short progress report
  • Regular parents evenings
  • Awards Evening
  • Specific guidance sessions such as Yr11 Exam Preparation evening, Year 9 Options evening.
  • Termly IEP to update parents with  targets and progress
  • Regular contact between parent and SENCo through email, telephone, home school book or meetings

What support will there be for my child’s overall wellbeing?

  • We have high expectations of pupils and staff, backed up by a system of rewards and sanctions. (Outlined in Behaviour Policy)
  • Supervised outdoor play, including numerous sporting clubs
  • Excellent Pastoral programme including peer mentoring, staff mentoring, school councillor
  • Trips and Visits to extend pupils’ experiences of the wider world.
  • Good links with Sixth Forms and Colleges, ensuring smooth transition

What specialist services and expertise are available at or can be accessed by the school?

All teachers hold Qualified Teacher Status and are very experienced. They have taken part in a range of training, such as:

  • Dyslexia Friendly Classrooms
  • Behaviour management
  • ASD support

The school will also access support from external services, as appropriate,  such as:

  • Ed. Psych
  • OT
  • SALT
  • Opticians
  • Paediatrician
  • CISS (formely Behaviour Support and County Inclusion Resource)
  • Thomas Woolsey ICT outreach
  • School Nurse service
  • CAF process
  • Special Schools Outreach service

What training are staff supporting pupils with SEN/D had or are having?

SENCo has Qualified Teacher Status and is experienced in this role.

All Teachers and TAs receive regular training in safeguarding, behaviour management, ASD training and E safety.

Some staff have additional qualifications such as:

  • Literacy Interventions
  • HLTA
  • Social Skills
  • NVQ Level 3 for TA’s
  • English as an additional language
  • First Aid
  • Sensory awareness training
  • ICT support
  • Dyslexia training

Other training can be sought, where a pupil has a specific need.

How will my child be included in activities outside that classroom?

Range of lunchtime and after school clubs specifically for SEN children such as:

  • Computer games club
  • Art club
  • Homework support
  • Film club
  • Sports clubs
  • Extended Work experience placement

Physio exercises/OT could be integrated into school day, where appropriate.

Consultation with parents to try to ensure maximum participation in activities that could be limited by SEN/D.

 Can you give examples of the types of interventions used and how their impact is monitored?

Interventions include, but are not limited to:

  • Rapid readers & Rapid Maths
  • Catch up Literacy & Catch up Numeracy
  • Nessy phonics, Nessy number & Nessy touch typing
  • Stile
  • Social Skills Programmes
  • Hand gym
  • Handwriting

All academic based interventions include assessment at both the start and end of the period on intervention. Depending on the results pupils may move onto a more advanced programme, consolidate by completing another block on the same programme or changing to an alternative programme that may prove better suited to their learning needs and learning style.

How accessible is the school environment?

  • The school is mainly on one floor with a wheelchair accessible lift allowing easy access for all
  • Emergency pull cord in the disabled toilet facilities
  • Contrasting door and frame colours to support visually impaired pupils
  • Doors, corridors and classrooms are wheelchair accessible
  • Disabled PE changing facilities including a shower
  • Ramps at all doors to allow easy access
  • Life skills room with move able sink and lowered work surface
  • Range of modified equipment

How will Stradbroke High School prepare my child to join the school/transfer to Post 16 provision at the end of Year 11?

  • Liaison between primary and High school to design bespoke induction programme
  • SEN year 6 pupils spend additional time meeting High School staff to help them feel familiar
  • TA from here will visit each Year 6 child at their current school, they will spend time observing them
  •  “buddy” system for pupils joining mid-year
  •  Induction activities support transfer to either Sixth Form or College including interviews and taster days
  • Good pastoral links with local Sixth Forms
  • Help with college visits and applications

How are the school’s resources allocated and matched to pupil’s special educational needs?

All resources are allocated on the basis of need.

  • Data analysed termly and actions are taken where pupils are not making expected progress.
  • Staff regularly liaise with SENCo to address issues, and where necessary put in place additional support or interventions.
  • Budget is closely monitored and aligned to the School Development Plan.
  • To ensure value for money interventions are evaluated and monitored to ensure their effectiveness.

How is the decision made about what type and how much support my child will receive?

Decision is based on the level of individual need identified in the Statement/EHC Plan in terms of both pastoral and academic support.

Close liaison between SENCo, Class Teachers, family and pupil to identify suitable provision.

All interventions are monitored for impact and the expected outcomes are clear from the start.

Specialist external support will be decided by the relevant service and monitored by them, often through school visits and liaison with parents.

How are parents involved with the school?

How can I get involved?

Stradbroke is a welcoming school at the heart of its community. We value parental involvement in supporting their child’s academic progress and being part of our school family.

There are a number of ways to be involved with the school such as:

  • Friends of the School
  • Becoming a Parent Governor
  • School assemblies and events, including Carol Concert, School production, support sports fixtures and attending parents evening.
  • Keeping up to date with school news through the website and school newsletter (
  • Supporting your child with their homework, reading, spellings, revision, post 16 applications etc.

How are feedback/views from both parents and pupils gathered?

The Annual Review (AR) process is an excellent way to gather everyone’s opinions, in addition we annually issue pupil and parent questionnaires.

As a school we believe in fostering positive relationships with home and firmly believe parents would (and do!!) contact us if they had a worry, issue, concern or even a simple question.

Please phone the school (01379 384387) or email the SENCo. (

Who can I contact for further information or how do I make a complaint or raise a concern?

In the first instance we encourage parents/carers to talk with their child’s form tutor.

If you have significant concerns about the level of your child’s SEN/D please liaise with SENCo. Alternatively, please visit the “Information and Guidance” page on our school website.

If wishing to make a complaint parents should in the first instance talk with the SENCo and/or Head of School. If still not satisfied they could contact the Chair of Governors, via the school office or alternatively contact SENDIASS who offer independent support for parents of children with SEN on: 01473 265210.


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