To view the SEND Policy click here


The Special Educational Needs or Disabilities (SEND) contact at Shuttleworth College is Mrs Sally Sagar. Email ssagar@shuttleworth.lancs.sch.uk or call 01282 682300


The lead governor for SEND is Marie Shaw.


The local offer brings together information that is helpful to children and young people with special educational needs and disabilities and their families. If you require any more information about the Local Offer you can access it here http://www.lancashire.gov.uk/SEND


Shuttleworth College is an inclusive school and is committed to meet the special educational and additional needs of the students ensuring that they make expected progress.


  • Shuttleworth College is a mainstream secondary school which opened in 2008 and was built to accommodate more than the current number of students which is 735.
  • The buildings are spread over three floors and all parts of the building are accessible and there is a lift is available for those with physical needs and also used by staff. There are five stair cases and there is a one-way system on the main stair cases at congested times. At busy times, prefects and staff supervise the circulation and movement of students.
  • There are five designated accessible parking spaces near the front entrance and any emergency vehicles have easy access to the front of the building.
  • The auditory environment was designed with the building and includes a loop system.
  • Classrooms are carpeted and have window blinds. Some classroom windows are fitted with specialist film to remove UV glare.
  • There is one pupil, and two staff toilets with disabled access and a medical room with hand washing facilities, a chair, and lockable storage area.
  • The College has a shower and change facility found on the ground floor which is accessible for students.
  • Policies are available in a print format from school and from the website. All policies can be downloaded and adapted as necessary.
  • The College has some height adjustable tables and adjustable height chairs. In the Food Technology area there is a height adjustable workstation and low level sink.
  • There are some adjustable benches in the science labs which also have flexible furniture.
  • The College has equipment such as an emergency wheelchair, a sling for emergency exits, some PE equipment, visualisers and personal items as required.


  • Students with SEND are usually identified in the Year 6/7 transition / liaison window.
  • All students are assessed using standardised reading, spelling and numeracy tests on entry. Any mid-year transfers are tested on the day of arrival in the Learning Support Centre.
  • Updates are made termly or more frequently if indicated.
  • The school will refer to external agencies for assessment or diagnosis as appropriate following consultation with parents/ carers.
  • For some students additional testing is used such as the BVPS.
  • Student identified as SEND will have a Student Passport. This provides detailed information on the student’s need and how they are supported.
  • There is a core group of SEND students, who receive support over and above normal teaching, from the SENCO and Teaching Assistants.
  • Other targeted students receive a wide variety of different support throughout the college.
  • From September 2014 Education, Health and Care (EHC) plans started to replace Statements of special educational needs and Learning Difficulty Assessments. On the EHC Pathway, we consider a child’s or young person’s needs across education, health and care. EHC plans focus on what a child or young person wants to achieve and what support is needed to do this. EHC plans bring together a child’s education, health and social care needs into a single, legal document. The document sets out what extra support they will get to meet those needs. Local Authority takes responsibility for a child to ensure their needs are met.
  • Our team can offer support to students who are vulnerable, lacking in confidence or have experienced a difficult situation. We do this through careful work with Freeflow Counselling and Nurture Intervention.


  • Progress data and reports are shared with parents 3 times a year.
  • Updates are made to parents on progress and outcomes through the whole college report, pastoral managers and where needed face-to-face meetings. Parents are invited to contribute to all reviews of progress.
  • SENCO is available at each parents evening.
  • The College has a Facebook and Twitter account which provides recent and relevant information for students and parents to access.


  • Students with SEND are able to make their views known during student feedback. Parents/carers are asked to contribute to the student passport.
  • The College has an active student voice through our College Council where all groups of students are represented.
  • There are many opportunities for students to be involved in expressing their views.


  • Quality first teaching and differentiation for individual students is the responsibility of the classroom teacher.
  • Tracking Data is used to inform intervention.
  • Classroom based support and intervention can take place in one to one, small group or whole class settings. Subject based intervention is usually provided by subject specialist staff.
  • Classroom based support is available through a team of experienced Teaching Assistants.
  • Intervention can take place before, during or after the school day.
  • Literacy intervention is available through timetabled lessons and activities.
  • There are laptops and tablets available in school to enhance the learning process and to assist identified students with handwriting and recording difficulties.
  • There is a range of equipment available within school for students with visual difficulties.
  • College will consult staff from a variety of external agencies to advise and support across the range of SEND.
  • Other in-house interventions are available to students when we feel necessary, such as: Speech and Language Therapy, Literacy and Numeracy Catch up, Passport Maths, Handwriting, Lego Therapy, Toe-by-Toe, “Why Try?”, Nurture Intervention and Fine and Gross Motor Skills.
  • As part of the whole college programme CPD is on-going for teaching staff and Teaching Assistants on relevant SEND issues and additional needs.
  • All SEND students of all abilities are encouraged to attend sport practice.
  • All SEND students are encouraged to extend their interests by joining in with drama productions and music clubs.
  • The safe haven is a quiet nurturing area that can be accessed at break or lunch.


  • VIVOs are available to all students. These can be given for effort or behaviour.  Students are able to use them to buy a wide range of items from our VIVO catalogue.


Year 5/6

  • SENCO arranges meetings with parents and students with SEND, usually in the Summer Term of Year 6.
  • Transition visits start in the Summer Term; this is usually a week of activities in College.
  • Individuals and small groups of students are given increasing access to the school via pre-arranged visits.
  • Summer school is available to all students. This will be two weeks of activities suitable for all in College.
  • Enrichment activities take place weekly in the Spring and Summer Term. All year 6 students are invited to take part in a wide range of activities.
  • A transition evening is held in the first term of Year 7 for students and parents/carers.

Post 16

  • The SENCO works closely with students, parents and post 16 providers to ensure a smooth transition to Post 16 provision.
  • Every child in Year 10 has the opportunity to access the programme, ‘Your future your Choice,’


  • Within the SEND team, staff have a range of specialist skills. These include expertise in ASC, VI, HI, Speech and Language, Social Skills training, Mentoring and Coaching, Boxall Profiling and Literacy and Numeracy catch up.
  • Updates are made available to staff, by the SENCO, via staff briefings, the daily bulletin or face to face meetings. The SENCO is available daily in the afternoon drop-in session after the college day.
  • External training is available to support the staff.
  • Some members of the SEND team have first aid training.
  • Pastoral Managers work closely with the SEND team in supporting individual students.
  • School works within the examination board guidelines to put into place access arrangements that are appropriate and meet the needs of the individual student. Students can be assessed for extra time, reader, scribe, practical assistance, use of a laptop/tablet, rest breaks and/or read aloud.
  • Teaching and non- teaching staff engage in either appraisal or Annual Professional Review.


  • The College regularly works with the ACORN psychology service on case work and SEND strategy.
  • Specialist nurses and agencies are able to provide advice and strategies for teaching students with SEND and medical conditions.
  • Other eternal agencies we work with are: ELCAS, Addaction, Young Peoples Services, Children’s Social Care, Counselling services (Freeflow) Young Carers (Banardos) Police early intervention, Brook Advisory and Pendleside Hospice (bereavement counselling).
  • Where it is necessary, the college works closely with The Alternative School, The Heights, Coal Clough Academy, Burnley College and other local businesses to help support identified students.


  • There are a small number of students who access courses which are on offer from external providers. These lead to Key Stage 4 Vocational Qualifications.
  • Through the Alternative Curriculum Co-coordinator, progress, behaviour and engagement are monitored half termly. Attendance concerns are shared immediately.


Should a parent/carer have a concern about the SEND provision made for their child they should in the first instance contact the SENCO. If the concern cannot be satisfactorily dealt with at this stage it should be brought to the attention of the Headteacher. If the Headteacher is unable to resolve the difficulty, the concerns should be put in writing to the SEND governor.  The Chairman of Governors will be involved after other avenues to resolve the situation have been exhausted.