Status: Under review – September 2026
Next full review: September 2027
This report explains how New Heights School identifies and supports pupils with special educational needs and disabilities across its Key Stage 2, Key Stage 3 and Key Stage 4 provisions.
It forms part of Liverpool’s Local Offer and should be read alongside the school’s SEND Policy, Accessibility Plan, Anti-bullying Policy and Complaints Procedure.
New Heights School is a pupil referral unit. Pupils are placed through Liverpool City Council’s placement arrangements. Placement at New Heights does not, in itself, mean that a pupil has special educational needs.
We are committed to ensuring that pupils with special educational needs or disabilities can participate fully in school life, make progress from their individual starting points and receive the support and reasonable adjustments they need.
This report is reviewed at least annually. Any material changes during the year will be published as soon as possible. A paper copy or alternative accessible format can be provided free of charge on request.
E. Fillingham
Tel: 0151 330 5140
E: office-ks2@newheightsschool.co.uk
L. Kenny
Tel: 0151 498 4055
E: office-ks3@newheightsschool.co.uk
L. Johnson
Tel: 0151 330 5134
E: office-ks4@newheightsschool.co.uk
Learning Support Assistants attend training courses for particular aspects of SEND, for example, working with students with learning difficulties such as ASD, dyslexia and SEMH.
Please do not hesitate to get in direct contact should you wish to discuss any aspect of a student’s specialist education.
A pupil has special educational needs where they have a learning difficulty or disability that requires special educational provision to be made for them.
The SEND Code of Practice: 0 to 25 years identifies four broad areas of need:
communication and interaction;
cognition and learning;
social, emotional and mental health; and
sensory and/or physical needs.
These categories help the school to consider the range of support a pupil may require. A pupil may have needs across more than one area, and their needs may change over time.
Slow progress or low attainment does not automatically mean that a pupil has SEND. Difficulties associated solely with attendance, interrupted education, English as an additional language or behaviour do not, by themselves, establish a special educational need. However, these factors may indicate that further assessment is required.
Placement at New Heights School does not automatically result in a pupil being placed on the SEND register. A pupil will be identified as receiving SEN support where assessment indicates that they have a learning difficulty or disability requiring provision that is additional to, or different from, the provision ordinarily available.
Identification is an ongoing process. Information is gathered from the pupil, parents or carers, previous and receiving schools, teaching and support staff, assessment information and relevant professionals. The SEND register is reviewed regularly and updated as pupils’ needs and provision change.
Concerns about a pupil’s learning, development or access to education may be raised by the pupil, their parents or carers, school staff, a previous school or another professional.
The relevant SENDCo coordinates the assessment of the pupil’s needs. This may include:
reviewing information from previous schools and other professionals;
considering progress, attainment, attendance and engagement;
classroom observation;
discussion with the pupil and their parents or carers;
screening or diagnostic assessment, where appropriate; and
seeking advice from specialist education, health or social care services.
New Heights follows the graduated approach set out in the SEND Code of Practice:
Assess – identify and understand the pupil’s strengths, needs and barriers to learning;
Plan – agree the outcomes sought and the provision, adjustments or interventions required;
Do – deliver the agreed provision;
Review – evaluate its impact and decide whether it should continue, change or end.
Assessment is not treated as a one-off event. The school reviews the pupil’s needs and provision as new information becomes available.
Prior to joining, the SENDCo carries out the following assessments with the student:
Salford reading test
Classroom monitor assessment/Optional SATS
GL Assessments are completed on arrival at school and at the end of the 12-week placement.
Using the information from these assessments and any additional information provided from the student’s previous school, a ‘Student Information Profile (SIP) is created and shared with staff. The information is also shared with their ‘new’ school when they leave us, and supports any applications for EHCP assessments.
The SIP forms the basis for staff to plan and adapt to the individual’s needs.
If a concern is raised about potential difficulties a student may have in addition to those already identified, we have additional SEND assessment tools available with which to identify the student’s need or needs, considering previous experiences of the student, prior progress and attainment, and behaviours for learning.
Each student receives an end of placement review, giving information on the returning school or new placement for the student to see what has been achieved over the 12 week placement.
For some students we may want to seek additional help and we have at our disposal a wide range of specialist support agencies to facilitate this, many of which are provided by Liverpool City Council.
We also have access to these additional tests should they be required
Using the information from these assessments and any additional information provided from the student’s previous school, a ‘Student Information Profile (SIP) is created and shared with staff, and helps them to plan and adapt to the individual’s needs. The information is also shared with their ‘new’ school when they leave us, and supports any applications for EHCP assessments.
If a concern is raised about potential difficulties a student may have in addition to those already identified, we have additional SEND assessment tools available with which to identify the student’s need or needs, considering previous experiences of the student, prior progress and attainment, and behaviours for learning.
For some students we may want to seek additional help and we have at our disposal a wide range of specialist support agencies to facilitate this, many of which are provided by Liverpool City Council.
Using the information from these assessments, and any additional information provided from the student’s previous school, a ‘Pupil Profile’ is created and shared with staff. This supports them in their planning/adapting of the curriculum to help meet the individuals’ needs.
If a concern is raised about potential difficulties a student may have in addition to those already identified, we have additional SEND assessment tools available with which to identify the student’s need or needs; considering previous experiences of the student, prior progress and attainment, and behaviours for learning.
Where additional provision is required, the SENDCo works with the pupil, their parents or carers and relevant staff to agree:
the pupil’s identified needs and strengths;
the outcomes being sought;
the reasonable adjustments, strategies or interventions to be provided;
who will be responsible for delivering the provision; and
how and when its effectiveness will be reviewed.
This information is recorded and shared with the staff responsible for supporting the pupil. Parents, carers and pupils are involved in decisions about the provision wherever possible.
Interventions are led by qualified teaching staff, trained LSAs (Learning Support Assistants), or external staff such as YPAS mental health practitioner, etc.
Every teacher is responsible and accountable for the progress and development of the pupils they teach, including pupils receiving SEN support.
High-quality teaching, adapted to meet individual need, is the first response to SEND. Teachers use assessment information and pupil profiles to plan suitable learning, remove barriers and make reasonable adjustments.
Teaching and support staff work together to deliver the agreed provision. This may include adapted teaching, targeted intervention, additional adult support, specialist resources or advice from external professionals.
Staff receive continuing professional development relevant to the needs of the pupils they support. The SENDCo provides advice and oversight and helps staff to implement and evaluate appropriate strategies.
SEND provision is reviewed through the assess, plan, do and review cycle. The school considers a range of evidence, including:
progress towards agreed outcomes;
academic and assessment information;
attendance and engagement, where relevant;
observations from teaching and support staff;
the effectiveness of interventions and reasonable adjustments;
the pupil’s views; and
feedback from parents, carers and relevant professionals.
Provision is continued, adapted or ended according to the evidence gathered. Parents and carers may request a meeting with the relevant SENDCo to discuss their child’s needs, progress or provision.
Where a pupil has an Education, Health and Care (EHC) plan, New Heights works with the pupil, their parents or carers, Liverpool City Council, the placing or commissioning body where applicable, and relevant professionals to support the provision and outcomes specified in the plan.
New Heights contributes to the statutory annual review process and provides information about the pupil’s progress, needs and provision. The arrangements for each review will reflect the pupil’s placement and will be agreed with the local authority and other responsible parties.
Each site maintains information about the needs of pupils receiving SEN support and the provision being made for them. This helps the school to:
match provision to identified need;
coordinate interventions and additional support;
monitor whether agreed provision is being delivered;
evaluate its impact on pupil outcomes; and
identify gaps in provision, resources or staff development.
Provision is reviewed and updated during the year as pupils’ needs change. The SENDCos monitor provision with senior leaders, and relevant information is reported to the governing body through the school’s governance arrangements.
New Heights School complies with the Equality Act 2010. We do not discriminate against, harass or victimise pupils because of disability, and we make reasonable adjustments to ensure that disabled pupils are not placed at a substantial disadvantage.
Under the Equality Act 2010, a person is disabled where they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A pupil may be disabled under the Equality Act 2010 without having special educational needs. Equally, a pupil with SEN may also meet the definition of disability.
Pupils are referred to New Heights through Liverpool City Council’s placement arrangements. Disability will not, in itself, prevent a pupil from being considered for placement. Before admission, the school considers:
the pupil’s individual needs;
the suitability and accessibility of the relevant site;
any reasonable adjustments required;
any specialist equipment or facilities required; and
whether the pupil’s needs can be met safely and appropriately.
The school works with pupils, parents or carers, the local authority, referring schools and relevant professionals when planning admission and transition.
The school’s Accessibility Plan explains how we work to:
increase disabled pupils’ participation in the curriculum;
improve access to the physical environment; and
improve access to information.
The current Accessibility Plan is available from the school’s Policies page.
This definition of disability in the Equality Act includes children with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.
Pupils with SEND are supported to participate in the full curriculum and in the wider activities available through their provision. Reasonable adjustments are considered according to individual need so that pupils are not unnecessarily excluded from trips, enrichment, physical activity or other aspects of school life.
New Heights provides pastoral and emotional support through its trauma-informed approach, teaching and support staff, safeguarding teams, family engagement teams and relevant specialist services.
Bullying, including bullying related to disability or special educational need, is not tolerated. Concerns are addressed through the school’s Relationships and Resolution Policy, Anti-bullying Policy and safeguarding procedures.
Where assessment identifies that a pupil may require specialist equipment, assistive technology, adapted resources or changes to the physical environment, the SENDCo works with relevant staff, the local authority and appropriate specialist professionals to consider what is required.
This may include advice from occupational therapy, sensory support, health services or other specialist teams. Decisions are based on assessed individual need, suitability, safety and the reasonable adjustments required to enable the pupil to access education.
Any accessibility limitations identified at a particular site will be discussed with the local authority, pupil and parents or carers as part of placement and support planning.
Pupils are involved in decisions about their education and support in a way that reflects their age, understanding and communication needs. Their views may be gathered through individual discussion, pupil profiles, review meetings, student voice activities and other accessible methods.
Parents and carers are encouraged to share their knowledge of their child’s strengths, needs and previous experiences. They are involved in discussions about assessment, planned provision, progress and transition.
Information is explained in clear language. Reasonable adjustments will be made to support participation in meetings or communication where required.
New Heights works with pupils, parents or carers, the local authority, referring schools, receiving settings and relevant professionals to support admission, movement between provisions and transition to the pupil’s next placement.
Transition arrangements are tailored to individual need and may include:
introductory meetings or visits;
accessible information about the provision;
discussion with the pupil and their parents or carers;
liaison between SENDCos and other relevant professionals;
sharing current assessment, support and safeguarding information securely; and
additional planning for pupils who may find change particularly difficult.
When a pupil leaves New Heights, relevant information about their needs, progress, successful strategies and current provision is shared securely with the receiving setting in accordance with data-protection requirements.
We aim to resolve concerns about SEND provision promptly through discussion with the relevant teacher, SENDCo or senior leader.
Parents and carers should initially contact the SENDCo at the site their child attends. If the concern cannot be resolved informally, they may use the school’s published Complaints Procedure for Parents, Carers and the Public. This includes complaints about the support provided for pupils with SEN.
The Complaints Procedure is available from the school’s Policies page.
Complaints relating to decisions or services that are the responsibility of Liverpool City Council should be raised with the appropriate local authority service.
Liverpool and Knowsley SENDIASS provides free, impartial and confidential information, advice and support to children and young people with SEND and their parents or carers.
Telephone: 0800 012 9066
Further information is available through Liverpool City Council’s SEND support pages.
Liverpool’s Local Offer provides information about education, health and social care services available to children and young people with SEND up to the age of 25, and their families.
The Local Offer includes information about:
education and specialist provision;
health and social care services;
support for families;
preparing for adulthood;
information, advice and advocacy; and
activities and community services.
Liverpool’s local offer provides information for children and young people up to the age of 25 with special educational needs (SEND) their parents or carers – all in one place.
Knowing what is out there gives you more choice and control over what support is right for you or your child.
On the local offer website you can:
