Our Vision: Inclusion Elevates All
At The Chase, we are committed to providing an inclusive environment where all students can thrive.
Our Learning Support Department promotes the mantra “Inclusion Elevates All”. A belief that when we include and support every learner, the whole school community benefits.
We celebrate excellence in all its forms and work to ensure every student reaches their full potential, developing independence and confidence along the way.
Our Approach to SEND Support
We follow the SEND Code of Practice and use a structured system of support to ensure that the needs of every young person are met appropriately. This is delivered through three graduated levels of provision:
The foundation of our support is high-quality, inclusive classroom teaching. All staff differentiate lessons to meet the needs of individual students, with high expectations for all learners.
For students identified as requiring additional support, we offer targeted interventions. These may include:
This level of provision often marks the beginning of our Graduated Approach: Assess – Plan – Do – Review.
If a student does not make expected progress with Wave 2 support, we may seek advice from external specialists. This level of support is more tailored and often informs further cycles of the graduated approach.
The Graduated Approach
When a young person is identified as having a Special Educational Need (SEN), we remove barriers to learning by putting in place effective provision. This involves:
Records of support and progress are kept up to date and shared with all involved to ensure transparency and a joined-up approach.
Types of Need We Support
We recognise and support a range of needs under the four broad areas outlined in the SEND Code of Practice:
We also support students with:
Student Voice & Inclusion
We are proud to champion student voice and inclusion across all year groups. From our Year 11s completing the King’s Trust Achieve programme to collaborative projects with Worcestershire County Council, our students are making their voices heard and helping to shape a more inclusive school community.
Read our Year 11 King's Trust Report in the Chase Bulletin - 6 June 2025
How We Work with Families
We place great importance on partnership with parents and carers. Reviews are held regularly throughout the year, where students and families are encouraged to contribute their views and help shape future support.
If you would like to find out more about our SEND provision, please get in touch with our Learning Support Department via the school office.
SEND Co-Ordinator: Jim Arnold
If you have concerns that your child may have a specific need, such as autism, ADHD, dyslexia or dyspraxia, please follow the guidance below:
Autism or Dyspraxia
If you believe your child may be autistic or have dyspraxia, we recommend speaking to your GP in the first instance. Please also keep the school informed of any outcomes. Together, we can then decide on the most appropriate next steps to support your child.
ADHD
As with autism or dyspraxia, any concerns regarding possible ADHD should be discussed with your GP. Please ensure the school is kept updated so that we can work collaboratively to plan suitable support.
Dyslexia
If you suspect your child may have dyslexia, we advise checking for any hearing or vision difficulties first, as these can sometimes affect learning in similar ways. If no issues are identified, please contact the school’s SENDCo directly to discuss further assessment and support.
How does the school identify if a student has SEN?
We use teacher observations, assessments, progress tracking, and sometimes external professional input to identify needs. We also welcome parent and student input.
Who should I speak to if I think my child has SEN?
You should contact the school’s SENCO (Special Educational Needs Coordinator). They can discuss concerns and initiate the appropriate support and guidance.
What support is available for SEN students at this school?
Support might include differentiated teaching, classroom support assistants, small group interventions, mentoring, access to specialist services, or tailored resources. Please see the graduated approach and SEND Policy and Information report.
Will my child have an Individual Education Plan (IEP)?
Students with SEN may have a SEN Support Profile outlining their specific needs and support strategies.
What is an Education, Health and Care Plan (EHCP)?
An EHCP is a legal document for children and young people with more complex needs. It details the support they need across education, health, and social care.
How often is SEN support reviewed?
We review support - at least termly - with input from staff, parents, and the student. For EHCPs, there is a formal annual review.
How are students with SEN included in mainstream lessons?
We aim for full inclusion. Teachers adapt lessons to meet diverse needs, and support staff help ensure access to the curriculum.
What transition support is available for SEN students?
We provide enhanced transition programs from primary school and when preparing for post-16 education or training.
Are external specialists involved in SEN support?
Yes. We work with educational psychologists, speech and language therapists, occupational therapists, complex communication needs team and educational psychologists.
What should I do if I’m not happy with the SEN support provided?
First, speak with the SENCO or Head of Year. If concerns remain, follow the school’s complaints procedure, which is available on our website.
External support agencies we work with may include:
| Document Title |
|---|
| SEN Policy and Information Report 2024 |
| Accessibility Policy 2025 |