top of page

SEND & Disability

SEND stands for special educational needs and disabilities. The SEND Code of Practice (2014) states that a child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. If the provision of education to a young person requires something additional to or different from the mainstream curriculum, the young person is identified as having a special educational need.  A student may also have a diagnosed disability which is long term and has a sustained impact on their everyday life.  If this is the case, they are supported by the Equality Act 2010 and reasonable adjustments to help them to access lessons can be put in place.  

We believe that the best way to help students manage a special educational need and/or disability is to teach them coping strategies, to face their fears and challenges head on, learn from their experiences and develop high levels of resilience in every situation.  

The best available evidence indicates that great teaching is the most important lever schools have to improve student progress and attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all students, particularly the most disadvantaged among them. Robust, high expectations with effective scaffolding, cognitive and metacognitive approaches to learning in all classrooms arethe core of the school offer. But occasionally a little more support is required and this starts within the classroom setting. Well designed and data-driven, in-lesson intervention that uses on-going assessment including retrieval practice is the next stage of support. Interventions are SMART and reviewed regularly. Strategies like flexible groupings, allocated seating, targeted questioning, instant feedback and live marking have shown positive impact on student progress.  

At Tor Bridge High we are committed to ensuring that every child succeeds whatever their starting point. We recognise that learning is lifelong and that our job is to instil a love of learning, resilience, ambitious goals and confidence in our classrooms. We strive to enable all of the young people in our care, especially those with a Special educational need or disability to have a fulfilling, independent future through delivering a wide and balanced learning experience. With opportunities to progress academically, emotionally and socially, we enable all students to become the best they can be. 

We are committed to the social model of disability that sees the environment as disabling and we work hard to provide professional learning and development that equips all teachers and teaching assistants to ensure that the learning environment is accessible for all.   


Adaptive Teaching and Learning

Adaptive teaching and learning happens in the classroom; it is in the best interest of all SEND students to attend highly scaffolded lessons across the curriculum taught by subject expert teachers. 


Adaptive provision is delivered by the Learning Support team or by external agencies and the aim of this kind of provision is to support students to achieve their potential by providing a range of interventions, which enable SEND students to access the curriculum. 


Language Support Centre for Developmental Language Disorder KS3/4 (Years 7 to 11)

The Key Stage 3/4 Language Support Centre is designated for children with Developmental Language Disorder (DLD) as their primary need. All students require an Education Health and Care (EHC) Plan, to be considered at the Local Authority Panel for admission. They can be referred by their Speech and Language Therapist and Educational Psychologist. The Local Authority funds 10 places in the Key Stage 3/4 Language Support Centre at Tor Bridge High.

Tor Bridge High has followed the ‘Ican Secondary Talk’ and were accredited Universal Level in 2011. They were also awarded ‘The Shine a Light award’ in 2017 by the Communication Trust. There is a whole school approach to DLD and in-house training is provided by the coordinator to all teaching staff.

Adaptive Provision Leadership Team

Kirsty Broadhead: Emotional Literacy Coach.

Marina Breed: Language Support Centre Coordinator

Lisa Coles: Deputy Language Support Coordinator. 

Hayley Gardener: Deputy SENDCo

Ruth Golding: Assistant Headteacher Adaptive Teaching and Learning (including SENDCo and Mental Health Lead). 

Christine Martin: HLTA Emotionally Based School & Lesson Absence 

TBC: Lead Practitioner Communication and Interaction and SEMH. 

Alex Sharp: Targeted Intervention Coordinator 


Enquiries to Tor Bridge High SEND/Safeguarding Administrators on 01752 207886

first and they will pass your enquiry to the relevant person. 

Debra Cassidy: SEND/Safeguarding Administrator 

Keira Grainger: SEND/Safeguarding Administrator

bottom of page