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Hazel Grove High School



At HGHS, we believe that every child, regardless of academic or physical difficulties, has the right to take part in, enjoy and make progress in every aspect of school life.  We strongly believe in a teamwork approach within a school/home partnership.

We have a team of staff within school which supports students in order for them to be happy within school and to make progress. The team includes: the Special Needs Coordinator, a Specialist Teacher, eleven Learning Support Assistants (LSAs) and nine Resource School Integration Assistants (RSIAs – who support the needs of the students in our Resourced Provision).   

To support students with their emotional wellbeing, we also have a Pastoral Director and four non-teaching Heads of House. 

We work in partnership with staff from a range of Outside Agencies including:

  • The Psychology Service
  • The Sensory Service
  • Physiotherapy and Occupational Therapy
  • Speech and Language Therapy
  • Young Person’s Advisors
  • The ASD Partnership
  •  ‘Making It Back’
  • ‘Jigsaw’ (Mental Health Team)

Resourced Provision

Hazel Grove High School is one of the two ‘Resourced' Secondary Schools in Stockport.  In each Year Group, three places are allocated to students with an Education, Health and Care Plan (EHCP) for Severe/Complex Learning Difficulties or Profound and Multiple Learning Difficulties.  These students take a full and active part in all aspects of school life.  They spend some time each day in the specially adapted Resource Centre, situated at the centre of East Building.  However, in KS3 and with support from the RSIAs, our aim is to maximise the degree of integration into mainstream classes for each student, according to their needs.  English and Maths are taught separately within the Resource Centre by subject specialist teachers.

Resourced students in KS4 follow a broad and balanced curriculum, leading to accreditation through the ASDAN Transition Portfolio, ASDAN CoPE Level 1, Entry Level Accreditation in Literacy and Numeracy and Awards in Food Technology and Textiles. 

Process for identifying students with additional needs

Students with additional needs may be identified in the following ways:

a) For students entering Year 7:

  • by the SENCo attending the Transition Reviews which are held in Years 5 and 6 for students with an Education, Health and Care Plan or for those on SEN Support
  • by liaison with Primary Schools to gather valuable information about students with additional needs
  • by studying student records, KS2 SATs results and advice from Year 6 teachers.

In September of Year 7, all students complete an NFER Group Reading Test and also a Spelling Test.  In addition, all Year 7 students also complete some Cognitive Abilities Tests (CATS) in September/early October and these give additional useful information. 

Students already on the SEN Register at Primary School will automatically be placed on the same Stage at the beginning of Year 7.  However, once the results of the tests above are collated, some changes in placement on the Register may be made.  If this is the case, parents will be informed. 

b)  Students already at the School

Initial concerns about students already at the school may be raised by teachers, parents/carers or indeed by the student themselves.  When concern has been raised, the following procedures will take place:

  • information is gathered from various sources
  • if appropriate, diagnostic testing is carried out
  • guidance may be sought from Outside Agencies, for example, the Educational Psychologist
  • if appropriate, the student is placed on the SEN Register at ‘SEN Support’
  • if appropriate, a support programme is devised and implemented.

Parents/carers are involved, where possible, at each stage and are positively encouraged to work with us in supporting their child.    

The SEN Code of Practice

All students follow a full and balanced curriculum, appropriately differentiated according to their needs and all are encouraged to take a full and active part in school life, including extra-curricular activities and off-site visits. 

In line with the updated SEN Code of Practice, which came into operation on 1st September 2014, the SEN Register is split into 2 Stages – i)  ‘Education, Health and Care Plan’ – this is for students with high level, complex needs, and

                                        ii)  ‘SEN Support’ -  this is for students who need ongoing support and provision that is 'additional to' and 'different from' the support that all students receive in the classroom .  For most students at this Stage, the support takes the form of withdrawn specialist teaching for literacy and/or numeracy.   

In addition to the above, we have also established an ‘SEN Awareness’ list, which details any additional needs a student may have, even if the student does not meet criteria for additional specialist support. 

Support for students with additional needs

At the start of the school year, all subject staff receive a copy of the Special Needs Register, together with information about students with additional needs.  Subject teachers receive a ‘pen portrait’ of each student with an EHCP, those on ‘SEN Support’ or 'SEN Awareness', detailing their strengths and areas of difficulty, together with suggestions for strategies for supporting each student in the classroom.    

Throughout the year, we also run a range of support programmes including:

  • withdrawn specialist teaching in Literacy and Numeracy (where appropriate) for students with an Education, Health and Care Plan or at ‘SEN Support’
  • withdrawn small group work for targeted students on ‘SEN Awareness’ – especially those with Specific Learning Difficulties
  • withdrawn small group work for targeted students on social skills and friendships
  • withdrawn small group work for targeted students to develop reading skills and spelling
  • withdrawn small group work for self-esteem and also for boosting confidence of dyslexic students
  • a ‘Fit for Reading’ paired-reading scheme for targeted Year 7 students (supported by Year 10 students) and a similar scheme, ‘Fit for Figures’ for Maths
  • a lunch club for vulnerable students in Years 7 & 8
  • Mentoring and Intervention Programmes are run by the LSAs and also Progress Tutors throughout the year to provide additional support to targeted students.

In-Class Support

We run a programme of In-class Support, delivered by our Learning Support Assistants.  Support is allocated in a structured manner, with support allocated to students with an EHCP and also allocated to students with specific learning or behavioural difficulties.

Tracking of progress of students with additional needs

Annual Review meetings are held in school for all students with an EHCP and for those on ‘SEN Support’.  Parents/Carers and all adults working with the student are invited to these Reviews.    All are invited to contribute to the meeting, progress is reviewed and new targets are set for the year ahead.  Through the whole school monitoring and reporting systems, parents/carers will also receive termly reports summarising progress across the curriculum.   In addition, Ms Crofts (SENCo) and Mrs Buckley-Dibben (Specialist Teacher) are available at the main Parents’ Evening for each Year Group and are happy to meet with parents then to discuss progress and any concerns about progress.  

Contact details:

Ms Crofts, SENCo, can be contacted by 'phone on 1061 456 4888 or by email on