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Special educational needs

Our learning support department is well staffed and well resourced, delivering a range of additional provision based on assessment of the needs of individual students.
The department offers:

  • Expertise in assessing students to make sure that the need for provision is based on good evidence
  • Programmes of intervention and support  that have evidence of being effective
  • A team of staff who work across the school to support children's learning and to support the identification of children's needs 
  • Advice, strategies and training to subject areas and teachers in supporting children with SEN in the classroom
  • An Inclusion focused facility that enables more intensive work with students who are struggling to manage mainstream classes for a variety of reasons and are excluded from their educational entitlement; exclusion in this context refers not only to students formally excluded from school, but also students who opt out within the school environment or whose attendance is poor.
  • A specialism in emotional support offering access  to a full time Counsellor and individualised inclusions programmes

The support we offer

Our staff cover a wide range of specialisms including dyslexia, ELSA, Nurture, TITAN and Asdan as well as in the delivery of a range of intervention programmes.

We provide individual programmes of support for pupils to help them overcome a number of issues, such as literacy difficulties, including dyslexia; working memory; emotional and social difficulties (including behavioural difficulties); communication and interaction difficulties; and numeracy difficulties.

We also offer support within subject teaching, with particularly focus on English, mathematics and science.

Identifying special educational needs

A child or young person is considered to have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

At transition from primary school at Year 7, we will review a child's information and liaise with our feeder schools to identify those who are already indicated as having SEN. This will be reviewed against evidence in the child's file and against their attainment. We will also test incoming students.

The Higher Level Teaching Assistant with a brief around transition and Year 7 will also monitor students and refer those that appear to be having difficulties for further assessment or investigation.

That a child has an SEN designation at a previous school does not guarantee that this will continue. It will be dependent on the difficulties continuing and requiring intervention or support.

Where children transfer to the school at other times we will assess them and where possible review records from their previous placement. Assessments on entry are small part of the picture for any individual and are not in themselves sufficient to indicate SEN. Where concerns are evident we will monitor them and review the need for intervention or further assessment.

Whilst at the school children may also be identified as requiring SEN intervention. This may be a result of assessments, monitoring of progress measures or concerns raised by staff working with them.

Parents may also raise concerns at any stage during their child's time at the school. This may be at parents' evenings and through the year teams supporting their child, but they may also contact the Inclusion Manager. It is recognised that parents are a vital part of the process and their insight and knowledge about their child is invaluable.

Pupils are actively encouraged to inform staff if they are having any difficulties in accessing learning and are then involved in any discussions and assessments when identifying possible issues.  Pupils are encouraged to attend Review meetings and offer their views.


A great deal of information about a child's learning and progress is collected regularly by teachers, Curriculum Leaders (those responsible for each subject area) and by Heads of Year.

Teachers are also very aware of the needs of students in their classes and will raise concerns where they observe patterns of learning that suggest the student may be experiencing difficulty.

The Learning Support Department has all this assessment information available and will use tests administered to the whole cohort to help with screening for patterns of learning. This includes reading tests and the CATs (Cognitive Ability Tests) that are administered at transition.

Further diagnostic testing is available within the school administered by trained support staff.

Where it is clear that the student requires further investigation external advice and assessment will be sought and appropriate referrals made. 

Students who may require additional support during their exams will be assessed at the beginning of KS4 and the necessary Access Arrangement applied for and implemented.

Being involved

Parents are the key partner in supporting any child with Special Needs and/or disabilities. You are encouraged to be in contact with the school and involved at all stages in your child's education. 

Please do not hesitate to get in contact with the school if you have any issues or concerns about your child.

Norfolk SEND Partnership (link attached) are also able to offer parents independent information and advice about special educational needs and disabilities.

If you are considering Great Yarmouth High and wish to discuss your child's needs please contact us and we will be pleased to meet both you and your child and to liaise with their current school. For more details, please contact Mrs Claire Gregson-Rix, SEND coordinator, or
Mrs Angie Parsons, inclusion manager.

Local offer

Details of the Norfolk local offer can be found at