SEND @ HBHS

Henley Bank High School provides support for students with a wide range of Special Educational Needs and Disabilities (SEND).

At Henley Bank High School we recognise the importance of developing a 'learning triangle' between the school, students and their parents/carers, we meet with the parent/carer and young people at least three times a year, to ensure that all support plans and interventions are co-produced between family, school and professionals involved with our young people.

All students have an entitlement to a broad, balanced and relevant curriculum. We believe that all students with additional needs should be taught wherever possible, with their peers in mainstream classes by subject specialists who use a range of teaching methods and strategies to develop students' knowledge, skills and understanding.

To view our SEND Information Report click here

The GLT SEND Policy, which applies across all schools in GLT, can be found here.

What does it mean to have a Special Educational Need?

A student has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:
A significantly greater difficulty in learning than most others of the same age; or
A disability that prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

Henley Bank High School is incredibly ambitious for all our students and we believe that there is no ceiling on what can be achieved by anyone, regardless of their circumstance or background. We are committed to providing a supportive and inclusive learning environment, giving every young person the opportunity to fulfil their potential now, and in the future.

The leaders at Henley Bank High School are leaders for all students, enabling our teachers to be teachers of all students. Henley Bank High School is committed to distributed leadership and therefore the distribution of knowledge of SEND for all students at our school, in order to secure the best possible provision and outcomes for all students. We have the same ambition for all our students, and recognise the importance and impact of prioritising our responsibilities to students with special educational needs and other vulnerable learners.

We work in partnership with students and their families in identifying and providing for personalised and appropriate support depending on the presenting needs of a child. We are proactive in seeking out and referring to the best possible external agencies and work in partnership with them. We recognise the importance of communication being inclusive, accessible and culturally sensitive to achieve effective partnership working.

Distributed Leadership of SEND @ HBHS

What our students say

Hello, I’m A and I’m waiting to be diagnosed with autism and sensory processing disorder. I’m in year 7 and joined Henley Bank in September. I had a wobble in the first term as coming to a big school was overwhelming and it affected my confidence. My mum however, was quick to email the SENCo, Ms Williams, and asked for help and they came up with a good plan to help. It’s not just Ms Williams though. I get support from the whole of the SEND team and all of my teachers have read my passport so I don’t get cold-called and if there’s a lesson in the learning hub, I come up to the SEND office. In the first term, I had group sessions with Kelly Green and I’ve also been in a group with Miss Baldwin as my ELSA.
Being neurodivergent is quite the struggle in everyday life, especially coming to school. It can go from trying to get out of a day as you have had one bad experience to not coming into school at all. The most important thing is to come into school, whether you are sitting doing homework in the SEND office or relaxing in the sensory room, you must try to come in. to help support us is the amazing sen team, they are so kind and welcoming they could make the worst of days better.

I would encourage people to come to Henley Bank, there’s less homework each week, we need to only complete English, Maths and Science. This is better being neurodivergent because it’s tricky to focus after a long day of working hard. There’s also quite a bit of support which you can see by reading on…

Student 'A' - SEN Student at HBHS

Our SEND Team

"It is a true privilege to be the Inclusion Lead at Henley Bank High School, I am absolutely passionate about inclusion and ensuring that every child has their needs understood and met across the curriculum and are able to enjoy every aspect of their school day.

My initial degree is in Botany from the University of Durham, elements of which are brought into my teaching of Food Science and Catering. For my Masters in Education, I specialised in dyslexia as well as the impact of having communication and interaction difficulty on a child’s education. I have never led such a talented and determined team of support staff, nor worked in a school which holds inclusion so much to it’s heart. Please come and see what we do, and talk to our wonderful students."

Ms Williams, SENDCo

"I am Second in SEND and a teacher of Health & Social Care and PSHE. I studied English Literature and Sociology at University, then completed a postgraduate qualification in Social Sciences research before becoming a teacher. I am lucky to work alongside the SEND Team to ensure students at Henley Bank can access the curriculum and achieve their potential."

Mrs Pedley-Webb, 2nd in SEND

"My name is Mrs Finnegan and I work in the SEND department helping with the administration in the department. I am also a friendly familiar face for students in the SEND office if they need any help or support when they come into the office. Previously I have worked with students who are neurodiverse on a 1:1 setting. I am also a neurodiverse parent of neurodiverse children and can relate to students and understand their needs when they come and see me.
I love animals and have many at home such as a dog,a cat, snakes and parrots which one of the parrots can talk."

Mrs Finnegan, SEND Admin

"I joined Henley Bank High School in September 2020, having worked previously in a range of mainstream and special schools. As HLTA, I oversee the support for children with Communication and Interaction. Embracing a neurodivergent perspective, I work with all staff at Henley Bank and parents with the aim of cultivating an inclusive mindset that supports autonomy of our neurodivergent students. Giving them a space to speak, unmask and become themselves. Outside of school I love films and reading. My favorite place to visit is Wales, particularly any town by the Sea."

Mrs Topp, Teaching Assistant

"My name is Mrs Ebanks and I work in the SEND Department at Henley Bank High School. I have worked in a range of secondary and primary schools supporting SEND students. I studied history at university and a postgraduate course focussing on early literacy and numeracy development. In my spare time, I enjoy reading, art and visiting historical landmarks"

Mrs Ebanks, HLTA

"I have worked as part of the SEND team for the past two and a half years supporting students in Spanish and the foundation subjects. My passion is supporting children with SEMH and anxiety and as a result I am enjoying my ELSA training to help support SEMH pupils.
I have a range of experiences and have worked in special education for 26 years. I am passionate about removing barriers for children who have a variety of needs. As the parent of a neurodivergent teenager I see all aspects of the support that is needed professionally and personally. Outside of school I like to spend time with my family and go on holiday."

Miss Webb, Teaching Assistant

"My name is Mr James and I joined Henley Bank High School in April 2024. I support all years from 7-11 in Maths, helping them to achieve the best they can in class.
I also support the PLC where I get to meet lots of new students and get to know bits about them, finding out their hobbies and interests.
Previously I studied Art, Design and Media at college before relocating to Gloucester. In my spare time I enjoy spending time with my family, looking after my many different pets and gaming."

Mr James, Teaching Assistant

"Hi, my name is Mrs Taylor. I am delighted to have joined the SEND department as a classroom TA having previously worked in a mainstream primary school.
I am so excited to work with the children and help them reach their full potential in everything they do. When I am not working, I love to read, crochet and exploring our beautiful countryside."

Mrs Taylor, Teaching Assistant

"My name is Mrs Lewis and I joined Henley Bank High School in September 2025, joining the SEND team. I have a BSc in Psychology and have previously worked in an Independent Special Educational Needs School. I provide in-class support across the year groups, specifically in English, as well as providing literacy interventions for those students that need some extra support.

At break and lunch times you will often find me in the PLC common room; I love interacting with our students and watching them grow and flourish. In my spare time, I am kept busy with my two sons at home. I love reading, crochet and spending time outside as much as possible."

Mrs Lewis, Teaching Assistant

"Hello, my name is Miss Baldwin, I work within the SEND team here at Henley Bank High School. I love being part of this fantastic school!
I have always felt strongly about empowering those with SEND and SEMH needs academically, socially and emotionally. My degree in Psychology has allowed me to implement evidence-based practice, as well as developing a deep curiosity into understanding how our brains work and the range of diversity within that.

I am particularly interested in understanding and improving aspects of executive function within neurodivergence. I also have worked in an SEMH alternative provision previously.

Being both a teaching assistant and an ELSA, my role is varied. I can be found in the Science block, supporting Science lessons or in the PLC, running ELSA sessions, helping students with social, emotional and mental health concerns. I also run 'positive start' in the mornings, whereby students who need extra support will engage in an emotional check-in and emotional regulation strategies. My favorite part about working here is building positive relationships with students and staff and seeing confidence grow. I enjoy drawing, listening to music, playing piano and taking my dog out for walks."

Miss Baldwin, Teaching Assistant

"My name is Mrs Sanapala and I work in the SEND department at Henley Bank High School, supporting students, mainly within the Maths department.
I have worked across a range of primary and secondary schools, supporting students with SEND and helping them to build confidence in their learning.
I have a degree in Electrical and Electronic Engineering, carrying forward my love of maths into the classroom, and supporting students from Years 7 to 11 to develop their skills and understanding.
In my spare time, I enjoy gardening and cooking, which I find to be both relaxing and creative."

Mrs Sanapala, Teaching Assistant

"I joined Henley Bank High School in 2020 as Maths tutor after 12 years’ experience of teaching mathematics in various secondary schools in England. I have a BSc degree in Mathematics and Statistics, MSc in Actuarial Science (Distinction) and PGCE in Secondary Mathematics.

I want to inspire the next generation to enjoy maths and break down barriers which have been a hindrance for so many young people not able to maximise their full potential in mathematics. I am also AQA maths examiner with 5 years’ experience of marking GCSE maths examinations.

I use a combination of games and other real-life experiences to make mathematics fun and enjoyable. I also enjoy reading and watching football in in my spare time"

Mr Sarfo-Asante, Maths Tutor

"I am a Speech and Language Therapist supporting children and adolescents to build on their speech, language, and communication skills. I qualified in 2018 from Birmingham City University and joined the SEND team at Henley Bank High School in September 2020.

My aim is to empower each and every pupil to reach the best of their ability and take ownership of who they are. Language and communication needs can go unidentified but affect many pupils, even in mainstream settings. These challenges can have an impact on the pupil's engagement, behaviour, friendships, and self esteem. It is rewarding to watch the pupils grow and develop their language and social skills, building independent skills for the future and thriving as a person. I look forward to continuing to work with the pupils and staff at the school"

Miss Burham, Speech and Language Therapist

"My name is Natasha Dancy and I'm the school counsellor at Henley Bank supporting students through the challenges that adolescence presents as well as other mental health difficulties.

I've trained as an integrative counsellor and have training and experience working creatively with children and young people. My aim is to provide students with a safe place where they can explore and understand how to manage the difficulties they're experiencing, see themselves in a different way and ultimately empower them for road ahead.

It is well known that counselling can help students deal with a range of issues including:

dramatic drops in performance at school

mood swings, frequent changes in attitude and behaviour

issues around anger

breakdown in family relationships

bereavement, loss and separation

school refusal

bullying or victims of bullying

low self esteem

self-harm

I'm contracted by Gloucestershire Counselling Services who also offer a wide range of therapeutic interventions for adults, couples and families. You can find more information at www.gloscounselling.org.uk

Natasha Dancey, School Counsellor

"My name is Kelly Green and I've been working at Henley Bank since the summer of 2018. I've been a teacher since 2000 and spent a number of years working throughout the county to provide support and training to school staff on health and wellbeing themes, as well as working with young people in various settings.
I love working with young people at Henley Bank, using my skills and knowledge of health and wellbeing to support them in managing big feelings and in learning healthy behaviours"

Kelly Green, Wellbeing

"I am delighted to be part of the SEN team at Henley Bank High School, supporting students to develop their speech, language and communication skills so they can fully access learning and thrive socially. I work closely with students, families and staff to identify individual communication needs and to put practical, meaningful support in place across the school day.

I am passionate about helping young people find their voice, build confidence and develop the skills they need to express themselves, understand others and feel successful both in and out of the classroom. It is a privilege to work within a school that places inclusion at the heart of everything it does and truly values the unique strengths of every student."

Kate Curzons, Speech and Language Therapist

Inclusion Model

Identification and Assessment of Children with SEND

Identification for new students begins with a robust transition process, attending all EHCP/PEP reviews during year 6 with personalised layers of transition meetings which anxious/neurodivergent students start mid-June for building relationships/support with unmasking.

Use of standardised assessments to screen for literacy and SLCN needs followed by full assessments as required by our Speech therapist and EP ensures that we have a holistic knowledge of our students’ needs.

For any In Year Admissions, one of our Heads of School holds all initial fact finding meetings, and then as required will request that there is a meeting with our SENCo so that appropriate assessments can be completed prior to the student starting so that appropriate support and interventions are in place.

All teaching and support staff are trained to use the SEND referral forms which are triaged by the SEND team and further information sought as required from all teaching and support staff in addition to the use of the most appropriate SEND specialist assessments.

The SENCo has timetabled slots with the pastoral team; SLT members in charge of Attendance, Behaviour and Raising Standards to triage the needs of students; these meetings create a tight feedback loop reflective of the assess-plan-do review cycle and ensure that children are prioritised for further assessment and support as needs arise.
All student passports are co-produced with parents/carers to ensure a holistic picture of need is shared.

Student Passports

A student passport is a regularly reviewed document that contains the needs, strengths and individual strategies for every student with an identified SEND. These are co-produced in partnership with students and their parents/carers. Where appropriate, they might also include strategies recommended by other professionals, social time strategies as well as clearly identifying reasonable adjustments in place.

Student Learning Plans

As a school we are compliant with the statutory graduate pathway. Whereas many schools in Gloucestershire use the local authority’s My Plan/My Plan + documents, we use TES provision map for all of our SEND paperwork. We therefore use their learning plans which are able to pull together all costed interventions. Students who require more specialised support will have Individualised learning plans to complement student passports. For example, an individualised learning plan will be used to:
- Track progress against long-term outcomes in Educational, Health and Care Plans (EHCNAs) for students working below age related expectations
- Inform medium-term and daily curriculum planning and provision where children are accessing adapted curriculum pathways
- Inform intervention planning

SEND identification process

SEND identification process

it is really easy for a teacher to submit a SEND referral form via Google Form on the HBHS home page; anything small can be recorded and it helps to paint a bigger picture of a student. Teachers are kept informed by the SEND team with updates following each referral.
it is a clear process as to what needs to happen e.g. does parent need called, etc
Quality of information about our SEND students
Edukey is has well-presented, useful and relevant information for class teachers - I particularly like the bit about student interests, it can often help to 'crack' a vulnerable student to engage in lessons
Monday briefings are useful so that all staff have access to consistent best practices. The SEND snapshots are really useful to help me develop my understanding of specific areas of need, such as ADHD and ASD (see below)
NGRT/SAS scores are helpful pieces of the jigsaw for staff to know how to effectively plan for ability/need

Scaffolded Adapted Support

Scaffolded Adapted Support

This has improved working partnership between class teachers and teaching assistants
Staff now direct the teaching assistant mores in lessons as a result and we share our understanding of the strategies that support our individual students
Discussion between colleagues is helpful when a teaching assistant supports student(s) in other subject area where a particular strategy is use
MITA process has really encouraged me to think about how we use teaching assistants in lesson to maximise outcomes for students

Literacy provision

The Literacy curriculum at HBHS focuses on improving reading skills for all students who require additional support with regards to their reading abilities and skills. Students improve their skills by revisiting phonics in a Greenshaw Learning Trust designed programme suitable for older learners; practice their comprehension skills through History texts relevant to the KS3 History Curriculum ensuring students still acquire History knowledge whilst focussing on their learning needs and goals; and have small group DEAR Reading at the end of each day-providing a calm relaxing end to their day while improving students reading fluency and vocabulary. Altogether, these carefully planned provisions support students to develop their Literacy skills and become budding readers.

Maths provision

Interventions in Maths can vary widely but all have the same goal: building students’ knowledge and skills so that their access to the curriculum is improved and becomes closer to that of their age-related peers.
The support offered can be to individual students or to small groups with bespoke sessions ranging from improving basic numeracy skills, through to filling knowledge or skill gaps and improving knowledge or proficiency in specific topics. We make use of manipulatives to aid progress with this and move through to pictorial, then abstract methods, whilst providing opportunities for practice and over-learning. We match the approach, methods and style of explanations used in the classroom to achieve consistent interventions, allowing consolidation of learning and the building of student confidence.
Last, but not least, we provide in-class support, giving timely and appropriate help to those who need it most and, in general, to the rest of the class. In-class support is also seen as critical to the success of interventions as exposure to classroom teaching allows us to achieve the desired consistency needed for that success.

Teacher Handbook

With contributions from specialists across the sector, the handbook is a comprehensive resource for teachers and parents to use over time. It brings together practical examples of high-quality teaching - placing focus on removing barriers to learning, getting to know and understand individual learners, and bringing to life the graduated approach.

To access this free resource click on the link below and sign up to Whole School SEND:
https://www.wholeschoolsend.org.uk/teacher-handbook

Whole School SEND Online CPD Units

Free, flexible online learning to help develop inclusive practice. https://www.wholeschoolsend.org.uk/page/online-cpd-units

What our staff say about SEND

Our SEND provision:

We are a caring school; with clear systems which support all students to succeed

The ALP is helpful in integrating vulnerable learners back into mainstream, where they may otherwise completely disengage from education

Literacy interventions for DEAR help to develop comprehension skills which are required across the whole curriculum

Miss Charters, Teacher of English and Literacy coordinator

'As a new teacher at the school, I was stunned by the level of support new arrivals to Henley Bank receive in assisting their SEND students. Not only were the SEND staff incredibly helpful and knowledgeable, but the systems in place made the whole process very intuitive and easy to utilise. The level of detail was also very impressive, providing comprehensive information relevant to helping students on both an academic level, and in their personal and emotional development and wellbeing. This is clearly a school which cares deeply about SEND issues and has the drive and competence to deliver on those values.'

Mr Halliday, Teacher of English

‘One of the most thorough, all encompassing and dedicated SEND team that I have ever known. All members of the team want to ensure that all students succeed and are successful and because of this they have an excellent support provision. Seeing students flourish over this academic year despite all of the barriers and challenges has been excellent.’

Mr Derry, Headteacher