“So in Christ Jesus you are all children of God.” Galatians 3:26
“There are two ways of meeting difficulties: you alter the difficulties, or you alter yourself to meet them.” Phyllis Bottome
“When everyone is included, everyone wins.” Jesse Jackson
We provide a high quality, inclusive education for all students and value all students highly as individuals, focussing education on ‘the whole child’. According to Goransson and Nilholm (2014), inclusion should include the creation of communities with special characteristics such as social inclusion, equity, justice and valuing diversity. This is the forefront of our whole school provision, where staff have high expectations of all students – academically, socially and emotionally. All students receive an education that will best meet their particular needs, enabling pupils to receive their full entitlement to a broad, balanced and appropriate curriculum, with access to a wide range of experiences. All leaders, including the SENCO, empower teaching staff to understand that effective teaching for pupils with SEND is effective teaching for all (EEF 2025), adopting a commitment to the continued improvement of SEND provision throughout school. All staff receive professional development that enables them to feel confident to support students with SEND, working alongside Teaching Assistants to provide curriculum adaptations to supplement any bespoke intervention work (EEF research 2025).
We pride ourselves on being an inclusive school; one where diversity is valued and support is provided to every child regardless of their level of need. This is outlined in the Special Educational Needs in Mainstream Schools: Evidence Review, where it states that ‘accepting diversity means having the same educational aim for each child or young person in the school’ (p15). All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented as detailed in curriculum plans. Individual student needs are identified as part of the transition process to ensure students can receive the level of support suited to their individual needs and make progress in line with their peers. All students in Year 7 receive an induction lesson with our SENDCo to learn about differences and to foster an environment of inclusion and respect.
We believe that positive relationships are the foundation of all learning and therefore have developed an ethos that values these above all else. According to Bronfenbrenner’s biological theory as outlined in the SEN Review, March 2020, the drivers of pupil development are the everyday activities and interactions that a student engages with, therefore establishing positive role models for our students is essential if we expect considerate, appropriate behaviour from them. The research also highlights the influence of personal characteristics (for example pupil disposition), time (for example spent on activities) and environment (class, local area etc.) on pupil outcomes. We therefore strive to promote positive home – school links at every opportunity, beginning with transition meetings and summer school events. We also believe that praise and encouragement is the best way to improve self-esteem and foster motivation amongst our pupils. We also believe that all children learn best when their basic needs are met. Therefore, we will work closely with parents and other agencies to ensure that pupils are able to make good progress, adopting a person-centred approach to any provision. This is outlined through the SEN Code of Practice and also through research conducted by Helen Sanderson and the lead Educational Psychologist Beth Sheldrake.
We recognise that our pupils have different strengths and weaknesses and will develop and progress at different rates. Each child is unique; we aim for them all to reach their full potential, celebrating every small step of progress. Pupil assessment is an ongoing process and is used by teachers to differentiate lessons to ensure all children are working to their full potential. The DofE (2015) highlights three steps of early action to assess whether a student has SEND – high quality teaching, differentiation for individual pupils, using accurate formative assessment and early assessment materials. In conjunction with pupils, parents and where appropriate, external professionals, we follow an ‘Assess, Plan, Do, Review’ cycle regularly monitor the progress of students with SEND, whilst removing potential barriers to learning. Lessons are ‘inclusive by design’ and as a result, students with SEND are not stigmatised – teaching staff are well informed about the specific needs and support strategies that may be used within lessons, using adaptive teaching strategies to provide high quality education for all. A bank of support strategies is included within pupil passports and individual learning plans that teachers can ‘tap into’, whilst encouraging independence. This enables teachers to retain professional judgement, enabling all pupils to make progress within lessons. According to the SEN Code of Practice (2015), making higher quality teaching available to the whole class is likely to mean that fewer pupils will require SEN support. We have therefore put this at the forefront of our SEND Policy and practices.
Early interventions enable students to make good progress across the curriculum; these may be academic or through our Trinity provision. In line with EEF recommendations, staff who deliver interventions are subject specialists or have received bespoke training to ensure consistency and accuracy of support. All interventions are impact assessed with clear exit criteria and a process for re-referral where necessary. Pupil strengths, targets and classroom support strategies are shared through pupil centred support plans on ‘Provision Mapper’ to upskill all staff and to provide a holistic approach to supporting students throughout school to become successful and confident young adults.
We support students through a combination of subject specific and Year Group Teaching Assistants, where Teachers and TAs working effectively in partnerships across the school. All staff are clear about the roles of Teaching Assistants and have received training on maximising the impact of TAs in lessons, supported by EEF research (2025). This blend of support enables a holistic approach to supporting SEND students where teachers and Teaching Assistants have shared responsibility, maximising pupil progress in all areas of SEND. The introduction of Subject Specific Teaching Assistants empowers staff, enabling increased confidence and knowledge within specific subject areas, fostering independence and curriculum support (EEF 2025). Year-lead TAs support the pastoral development of students, who gain a comprehensive understanding of the social and emotional support needs across each year group. Expertise, skills and support strategies is shared amongst relevant staff. This cohesive approach supports the development of student independence, outlined by EEF research (2021).
For some pupils school can be a particular challenge. Our Nurture Provision offers an alternative space to the traditional classroom setting; a supportive environment based on mutual respect with a focus on developing positive relationships. During the first part of the morning, Nurture staff provide general support that facilitates student re-integration into school. The rest of the day is used to provide specific social, emotional or mental health-based interventions such as ELSA, SELP (social, emotional, mental health support) and other cognitive behavioural based therapy. The aim of these bespoke interventions is to support and encourage students so that they feel able to attend their lessons and participate fully in school life. Reasons for using the nurture area vary greatly but, amongst others, have included bereavement, family breakdown, friendship issues and emotional difficulties. Connections are made between the programmes and classroom teaching, for example through managing emotional responses within a classroom environment, following EEF guidance in the Deployment of Teaching Assistants’ document, 2025. Students who have suffered Adverse Childhood Experiences or those students who need emotional support may access a daily Nurture Group, which provides a safe environment in which to celebrate successes and to work through challenges. Nurture is also available during break and lunchtime for pupils who may find unstructured time overwhelming where pupils can come along and meet friends and have a drink and biscuit or play a game. The impact of any intervention is always fully evaluated and shared with pupils, staff and parents / carers as appropriate through Provision Mapper.
Our Trinity Support and Referral Pathways document can be found via our school website, which details all support strategies used throughout the school. The SEND Information Report also includes more detail about specific interventions that we offer in school, which can be accessed on the school website.
KS3
All students begin school with a full curriculum, except in exceptional circumstances. This allows students to have a fully inclusive curriculum with equal access to the range of subjects on offer. Teaching staff and Teaching Assistants effectively differentiate for students with additional needs using adaptive teaching strategies ensuring that all students make progress in line with their ability. According to the SEN in Mainstream Schools Review, March 2020, ‘school ethos, staff attitudes and the quality of teaching and learning taking place in school can all affect how personal characteristics impact on development’ and ‘good teaching and learning and positive behaviour support can address potential barriers to learning’. We continue to hold these values in high regard within school to provide students with a supportive, yet academically challenging environment where all students feel safe and able to learn. At KS3, the focus is on early identification and intervention, enabling students to make good academic and progress and to become independent learners. We assess literacy progress on an annual basis. Students who have a standardised score below 85 are withdrawn for literacy support. We aim to provide one hour of intense support each week for KS3 in addition to the use of our ICT-based literacy programmes ‘Sparx Reader’ and ‘Reading Plus’. During these sessions, clear connections are formed between structured interventions and classroom learning through curriculum content and ‘bridging’ practices. This is outlined in the EEF guidance ‘Deployment of Teaching Assistants’ 2025. In addition to this, students also receive in-class support to assess progress and the implementation of targeted strategies in lessons. Students are also encouraged to develop their skills at home and parents are also provided with strategies to support where possible. Research has shown that when using ‘Reading Plus’, pupils can make progress of two years, or more, in one academic year and this will be used to support struggling readers as a programme to supplement other literacy-based support across school. Students with a Standardised Score of between 85 and 95 are placed in an ‘Amber’ group, enabling teachers to provide appropriate support during curriculum delivery. Spelling support is also provided for students during the first 10 minutes of their English lessons, enabling interventions to be brief, regular and over a sustained period. All TAs who deliver literacy intervention receive regular training to ensure consistency of approach and expertise.
Students with English as an Additional Language are supported by our specialist HLTA who provides a range of support using the Bell Foundation Framework. Support includes teaching English proficiency, the development of oracy and provision of bespoke social and emotional support. This, in addition to the close working relationships established with parents / carers, enables students with EAL to have high aspirations, removing barriers to learning at the earliest opportunity.
Students may require support from our Nurture Provision, which provides bespoke social and emotional intervention programmes. Interventions are impact assessed, evidence based, relevant and targeted and in line with EEF recommendations. Leaders conduct regular learning walks, pupil interviews, work scrutiny and tracking analysis which enables this process to be monitored.
Students are given access to a range of support clubs including a disability cricket, a games club, gardening club and reading club. Students from The Autism Resource Centre (ARC) attend an annual Special Interest quiz and Christmas buffet, which involves students planning, budgeting and shopping for refreshments. We also offer a walking club every Friday for vulnerable students, which is well attended.
KS4
The aim of the curriculum at KS4 is to prepare our young people for the transition to further education, training or employment. It builds on the skills that pupils began to develop in KS3 and now gives them the opportunity to apply these skills in a wider context. Literacy and communication skills underpin all areas of the curriculum; teachers will embed these skills throughout their lessons. We continue to provide literacy intervention at KS4 where appropriate, with withdrawals once every fortnight for identified students. We also support students with other elements of their KS4 curriculum such as essay writing techniques, revision skills and numeracy skills. We assess students for exam access arrangements to ensure the correct additional arrangements are in place for external examinations, to enable all students to have equal access to qualifications on offer at school. AQA Unit Awards and Entry Level Qualifications form part of a bespoke package offered to students to develop a sense of achievement through their KS4 journey, reinforcing key skills and knowledge, whilst tailoring achievement to individual interests and future career goals. BTEC courses and adapted curriculum plans are also offered to support specific students who require a more individual approach whilst a small number of students may be offered college placements or education within an Alternative Provision to meet their specific needs. This is always in consultation with individual students and their parents / carers to enable students to reach their next steps in their preparation to adulthood.
KS5
Students work with staff from ‘Changing Education’, 6th form staff and local college providers to establish an effective transition to KS5 and find the right pathway for our young people. We use a range of learning methods and resources, links with other professionals, agencies and the community to ensure students achieve their potential. The continued emphasis is on promoting independence and effective communication, whilst fostering students’ ability to make informed choices about their own career and life aspirations.
Information about how we support Catholic Social Teaching can be found in the following document:
At KS3, Pastoral Teaching Assistants work across all departments to enable a consistent approach for students. In addition to this, Subject Specialist Teaching Assistants work in a number of subject areas including Maths and English, offering a more bespoke curriculum provision. A literacy specialist HLTA provides support to students and disseminates best practice across subject areas to maximise the impact. TA deployment within subject areas is the shared responsibility of Curriculum Leaders and the SENDCO, based upon a thorough analysis of specific student needs and staffing expertise. This enables a ‘teaching team’ approach to be adopted within departments through a collective, shared understanding of high-quality provision for students with SEND to enable the highest possible outcomes.
We have a team of subject specialist Teaching Assistants and Year Lead Teaching Assistants, in addition to the range of staff who support within Trinity. Staff enable students to make progress across a range of subject areas and will share expertise throughout subjects and Key Stages. Literacy sessions incorporate a range of curriculum subjects to enable students to access relevant and purposeful sessions that enhance their understanding of subject specific vocabulary. Social skills sessions also support the development of key skills in literacy and numeracy whilst our ARC provision is exemplary in the development of accessible physical education. Students with additional needs are included in all elements of school life including geographical educational visits and our Faith in Action group.
A copy of our Literacy Intent is available on the school website:
We aim to build an open communication with parents/ carers and students during their transition, fostering strong links throughout school. For some students, this begins within Year 5, who are supported through enhanced transition visits and regular meetings. We also have a Year 5 and 6 Summer School, promoting increased self-confidence and wellbeing prior to joining us in Year 7 and allowing students to get to know key members of our staff. The views of the student and their parent / carer are central to planning and form part of Pupil Passports, the annual review process and during transition, at any stage. Students who require additional support with transport to and from school may receive guidance from the Independent Travel Service, supporting independence in travel.
From Year 9, we involve Changing Education and other careers guidance services to support decision making and offer specialist advice in preparation for adulthood and to support GCSE options. This service continues to be involved through KS4 to offer guidance and support to specific students with SEND. We offer additional careers advice and interviews, supported by a trusted adult if appropriate. We also offer support to students, parents / carers with the application process, transport and through transition visits to enable students to feel comfortable throughout the transition process and to support any anxieties. We also offer bespoke careers support to students with SEND via the Trinity team, based on individual student needs and aspirations. Parents / carers are consulted throughout this process.
Trinity staff offer support to students with SEND to enable them to access appropriate and ambitious career pathways. Support is provided to students, parents and carers to inform students of career options available to them through advice from ‘Changing Education’ and support through the College Connect Programme. Students with SEND are encouraged to attend college open events and interviews with support as required. This is extended to the university application process and associated interviews where a key trusted adult is identified to guide and support students on their journey.
The Autism Resource Centre (ARC) is a fifteen place, LEA funded resource provision for students with Autism. Referrals are made by the Local Authority’s SEN Panel. Within the ARC we aim to create a supportive environment which is respectful and celebrates the differences in how our students learn. We have a holistic approach to embedding inclusive practice to improve outcomes for our students. The desire to learn and be inquisitive is at the heart of what we do and allows students of all abilities to succeed. Our dedicated staff forge strong relationships with our students, their families and the wider community to help create a positive and happy environment where all are welcome. The ARC provides a student-centred support package, devised in collaboration with students, families, teachers and external professionals. Outreach support is also offered to students who may not be one of the fifteen LEA funded places but require specialist support to enable them to thrive in school.
Our well-established provision consists of a large teaching area where students have their own space and resources to aid their individual learning styles, a smaller side room with ICT facilities and we have a bank of laptops. Catholic High School, Chester prides itself on the inclusivity of the whole school approach and the ARC students are fully immersed within our school community. All students will attend mainstream lessons alongside their peers, where appropriate, with the support of a specialist Teaching Assistant. ARC students are able to retreat to the ARC if the demands of the mainstream environment becomes overwhelming. Students then continue their work provided by their subject teachers with a TA. The time in the ARC will be monitored to ensure that all students are receiving a broad and balanced mainstream curriculum. ARC students are also supported through Social Skills lessons in the ARC, topics covered include: emotional awareness, communication, empathy, positive thinking and assertiveness. Through these lessons students are emotionally equipped to develop their independence and life skills.
We are extremely proud of the caring and supportive environment our school provides, which allows students to flourish as individuals and reach their full potential. We are always mindful of making all adjustments possible, within our school environment, to help ARC students access all areas of school life. All students are encouraged to explore and develop their individual strengths and interests. This is done through students accessing a range of extra-curricular activities and trips, including table cricket, ECB Super 1s cricket, fishing, walking club, golf, gardening club and skiing club, to name a few.
The ARC is staffed by a Mr Neil Cross and a team of specialist ASC Teaching Assistants.
