Welcome to The Becket School SEN Information Report which is shared as part of our statutory duty within the Special Educational Needs & Disabilities Regulations (2014).
The SEND Information Report contains information on how The Becket School implements policy with regard to students with Special Educational Needs and Disabilities (SEND). This is published online to meet governing body requirements, set out in the SEN Code of Practice (2015).
The information in this report is for the benefit of students with SEND, their families and our Becket School colleagues; and advises on our graduated response to SEND as well as advice on how to access local information and support services.
Our SEN Co-ordinator
Mr P Mullins
The Becket School is a Catholic Voluntary Aided which provides an inclusive learning
environment to students with a diverse range of needs. The Becket School provides
provision for students with a range of SEND shown in the table below:
|Category of Need||Examples of SEND within category|
|Cognition & Learning||• Specific Learning Difficulties (Dyslexia, Dyscalculia and DCD) • Moderate Learning Difficulties|
|Communication & Interaction||• Speech language and Communication Needs • Autistic Spectrum Disorders|
|Physical & Sensory Needs||• Physical Disability • Visual Impairment • Hearing Impairment|
|Social, Emotional & Mental Health||• Attention Deficit Hyperactivity Disorder (ADHD) • Attention Deficit Disorder (ADD) • Tourette Syndrome • Anxiety|
As of the January 2021 census, the current proportion of students who receive SEND
provision within secondary schools nationally is 13.5% . At The Becket School, this is lower
with 4.7% receiving SEND provision. The most common SEND experienced by students at
The Becket School is Moderate Learning Difficulties.
|Number||% of Becket roll|
|Students who have an EHC Plan||4||0.4%|
|Students identified as SEND Support||48||4.3%|
|Student population with SEN Provision||52||4.7%|
|Students who are monitored for potential SEND||131||11.6%|
The Becket School is committed to its duty for early identification of SEND as set out in
the SEND Policy. We follow a graduated response to SEND which is set out below:
The Core Offer is what The Becket School provides all students within the classroom. The
SENCo, alongside the Leaders of Learning, have developed a departmental approach to
SEND. This sets out the reasonable adjustments classroom teachers can make for all
students to support their participation and progress in the classroom. This includes those
students who are diagnosed with conditions such as Autism and ADHD or identified as
having a specific learning difficulty such as dyslexia. The SENCo also shares additional
resources to support the inclusion of students with more specific SEND needs within the
For each year group, progress is measured on a termly basis as part of our assessment
cycle. Our school data manager then produces a report which will identify those students
who are not making the expected progress in each subject area.
This information is shared with Parents/Carers. If you have any concerns about your
Child’s progress in a specific subject area, this should be discussed with the class teacher
in the first instance. If there are concerns about your Child’s progress across a range of
subjects then these concerns should be discussed with your Child’s Tutor and Progress
Leader in the first instance. Contact details for these members of staff can be found on
The Becket School website.
Class teachers are at the forefront of our process for identifying students with
SEND. If a student is not making expected progress in the classroom, the class
teacher may choose to provide some form of intervention within that subject. As
subjects have different requirements of students in terms of the knowledge and
skills they need to show, interventions may vary from subject to subject. The
SENCo may be consulted during the intervention stage to discuss possible
approaches to intervention for students with SEND.
Any student, including those with SEND, having difficulty in meeting the social
expectations set out in The Becket Way, may be placed on Pastoral Monitoring
with the Form Tutor to explore the reasons and any patterns.
Any student who does not show sufficient improvements whilst on pastoral
monitoring may be placed on a higher Pastoral Report to their Progress Leader.
Again, this includes students with SEND.
Members of the Inclusion Team can be consulted for advice on the specific needs
of a student during any stage of pastoral intervention. The Inclusion Team consists
|Mrs A Bradshaw||Education Welfare Officer|
|Mr P Mullins||Special Educational Needs Co-ordinator|
|Mrs B Nicholls||Director for Inclusion|
|Mrs C Parnell||Lead Personal Care Assistant|
|Mrs C Radford||School Counsellor|
|Mrs E Roberts||Pupil Premium Champion|
|Mrs Z Virgo||Lead Teaching Assistant|
6.15 A pupil has SEN where their learning difficulty or disability calls for special
educational provision, namely provision different from or additional to that
normally available to pupils of the same age.’
If your Child continues to show difficulty in making progress across the curriculum,
in spite of the reasonable adjustments set out in the core offer and subject
interventions, then they may be provided SEND Support.
At this stage, teachers and the tutor will be asked to share their views on your
Child’s engagement and progress within school. You and your Child will also be
asked to share your own views on the strengths and areas of development
experienced by your Child. The same applies if your Child continues to show
difficulty in managing the social expectations set out in The Becket Way.
You will then be invited to a meeting to discuss these views. At the end of this
1. We will identify a specific need which requires additional or different provision
for your Child. Any specific interventions will be identified and your Child will
be placed on the Special Educational Needs Code of Practice Register.
2. Your Child will not be placed on the SEND Code of Practice register but there
will be further recommendations shared for you, your Child and/or their
teachers. This may include further assessments, access to short term
interventions or referrals to external support services. Your Child may be placed
on the SEND Monitoring list.
If your Child is at Primary school, and already on the SEND Code of Practice
register, please view our transition information in Part 12.
SEN support follows the assess, plan, do and review cycle.
Assess – Progress data, pastoral information and the views of the student,
caregivers and school colleagues will be used to find any barriers that may be
preventing progress in school.
Plan – Any SEN Support provision will be identified and agreed based on the views
of the student, caregivers and school colleagues. The views of external
professionals will be sought where involved.
Do – The SEN Support Provision will be implemented. Subject teachers will be
responsible for the implementation of provision in their classrooms. The SENCo
and Director for Inclusion will be responsible for provision delivered away from the
Review – This will explore how successful the SEN Support provision has been in
meeting the needs of the student and whether any adjustments need to be made.
Again, the views of the student, caregivers and school colleagues will be sought.
A minimum of three SEND Reviews will take place per academic year. These will
normally take place once per term. If the review shows a student is making good
progress, it may be agreed the SEN support and provision is not needed.
Other students will require SEN Support for a longer period of time.
On occasion, the Special Educational Needs of a student require provision which is
significantly additional or different to that which is normally available in the school
setting. If this is the case, an EHC needs assessment from the local authority may
be discussed. Most children and young people with SEND will have their needs met
in local mainstream settings and will not require an EHC Plan.
Whilst Caregivers can request an EHC Plan, it would be appropriate to discuss this
with the SENCo to ensure that sufficient evidence of need exists. For this purpose,
the following is considered:
- Academic attainment and rates of progress
- Information about the nature, extent and context a student’s SEN
- SEND Reviews of provision which has been available to the student in school.
- Whether gains by the student could be made without significant support which
is above what is normally available.
- Evidence of the student’s physical, emotional and social development and
health needs — this will include evidence from health professionals.
- Evidence of what has been done by health professionals and other agencies to
meet these needs.
Further questions on the EHC Process can be found for each local authority below:
If your Child is not currently accessing SEN Support, the need for this must be
If your Child has an EHC Plan, they will follow the graduated response set out on
Page 8. One of the three SEND reviews will be an annual review. The date for this
will be discussed and agreed with the SENCo.
If your Child is at Primary school, and already has an EHC Plan, please view our
transition information in Part 12.
Please direct any questions about the EHC Process to the SENCo
‘…schools should have arrangements in place to draw on more specialised assessments
from external agencies and professionals.’
The Becket School will not make formal diagnoses of medical conditions which can
contribute to Special Education Needs or Disabilities (For example, Autism, ADHD and
Diagnosing Medical Conditions:
Dependent on whether you live in Nottingham City or Nottinghamshire County, there are
different systems of referring into health care services.
More information about the different agencies and services which can be referred into
can be found in Part 10.
The Becket School uses the definition of dyslexia given in the Rose Report of 2009 which
is endorsed by Nottinghamshire County Council:
‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and
fluent word reading and spelling”
We do not formally diagnose students as having a specific learning difficulty such as
dyslexia. This can only be done by a specialist assessor who has a Level 7 Qualification in
assessing for Specific Learning Difficulties.
According to the Rose Report of 2009, ”A good indication of the severity and persistence
of dyslexic difficulties can be gained by examining how the individual responds or has
responded to well-founded intervention.”
We are currently working alongside the local authority to review our approach to
identifying and supporting students who demonstrate difficulties which might be
considered consistent with dyslexia. This will be added to the SEND Information Report at
the start of the 2022-23 academic year
The Becket School views SEND as a ‘golden thread’ throughout the school community.
Therefore, the first priority we consider is how we can best make the classroom accessible
for all students; this forms our Core Offer as discussed in Part 2.
We review our Core Offer and Departmental interventions annually to ensure they meet
the needs of the majority of our students. This is then used to identify the SEND provision
we require for our students.
What is The Becket Schools’ approach to teaching students with SEND?
As mentioned in Part 2, The Becket School has developed a Departmental Approach to
SEND (Part of our Core Offer) which identifies reasonable adjustments that can be made
across all subject areas. Departments also have their own interventions which can be used
to provide short term boosts for those students who need it.
In addition, the SENCo shares additional guidance to advise on approaches to including
students with more specific needs in the classroom.
Where a student has more significant needs, they will take part in agreed SEND provision.
Students who are receiving SEND Support may have an Individual Student Passport created.
This will provide teachers with strengths, difficulties and specific strategies which can
support that student in school. Individual Student Passports are generally created for those
students who receive specific SEND Support or have an EHC Plan.
What are the arrangements for assessing and reviewing the progress of students with SEND within The Becket School?
The progress of all students is monitored firstly by the subject teacher, including those with
SEND. Each subject will then identify those students who are not making expected progress
and initiate intervention at subject level.
The Becket School uses a platform called Go4Schools to record Student attainment across
all subjects. This enables Senior Leaders and each year groups Progress Leader to analyse
the performance of their students across the whole curriculum.
The SENCo uses Go4Schools to monitor and review those students on the SEN Code of
Practice Register who are being monitored, receiving SEN Support or have an EHC Plan.
Steps will then be considered to support any student who is not making expected progress
across a range of subject areas.
What adaptions are made to the learning environment for students with SEND within The Becket School?
The Equality Act (2010) requires that reasonable adjustments be made to enable students
with SEND to participate in the school environment. The Becket School will consider any
reasonable adjustment to enable students with SEND to be active participants in the
school community. Our Accessibility Plan can be found on the school website.
How does The Becket School enable students with SEND to take part in activities alongside those who do not have SEND?
The Becket School has a wholly inclusive Catholic ethos which all students engage with;
this includes opportunities to engage with a range of collective worship activities and
liturgies. These acts of worship take place within tutor groups which all students with
SEND are assigned to alongside their peers.
A variety of extra-curricular clubs and activities are available to students. Where necessary,
members of the SEND Department will liaise with activity organisers, parents/carers and
students to ensure students with SEND have access to extra-curricular activities, trips and
residential visits. Students with SEND at the Becket School have been enabled to:
• Join extra-curricular clubs (including sports)
• Participate in school productions
• Attend residential trips both within the UK and mainland Europe
• Engage in work experience
• Participate in Sports Leadership programmes
The Becket School recognises the importance of students working alongside their peers in
the classroom. Every effort is made to support students with SEND in working with their
peers and becoming independent learners within the classroom.
What support is available for improving the emotional, mental and social development of students with SEND within The Becket School?
Alongside our Catholic Ethos, all students with SEND have access to a comprehensive
PSHCE and RSE curriculum. This aims to develop the social and emotional awareness of
our students which contributes to good mental health. If a student needs additional
support in improving their social, emotional or mental health, The Becket School has a
referral system which can offer:
• Two Lay Chaplains offer daily drop in sessions at lunchtime
• The Damascus Centre which offers a place for students to visit if they have concerns or
need a quiet space at lunch or break — this is staffed by the student engagement
If a student requires more specific SEND support, we may offer:
• A team of skilled student engagement officers who offer small group and one to one
support and mentoring.
• Two qualified talking therapy workers who can offer specific one to one support
The Becket School also has a number of trained mental health first aiders; these include progress
leaders and members of the Inclusion team.
If agreed between Parents/Carers and school, The Becket School can refer to more specialist health and social care services. Please refer to Part 10.
Further information about our approach to mental health in The Becket School can be
found in our Mental Health First Aider Policy.
Additional information, advice and resources are available on our school website.
How does The Becket School evaluate the effectiveness of its provision for SEND?
The effectiveness of SEND provision is measured by the impact it has had on the student/s
who are accessing it. This is discussed during SEND reviews where students and parents/
carers are also able to share their views.
The SENCo is required to submit an annual report to the Governing Body which:
• Outlines the progress of students with SEND across the curriculum
• Outlines the impact of any SEND Provision (including TA deployment)
• Compares the attendance of students with SEND with the school population
• Compares the number of sanctions/rewards received by students with SEND with the
The Governing Body is invited to share questions related to this report.
The next SEND annual report is due to be submitted in March 2023.
The SEND Governor will also meet with the SENCo at least once a term to discuss SEND
provision and any matters relating to the implementation of the SEND Policy.
Mr P Mullins, is the Special Educational Needs Co-ordinator (SENCo) and responsible for the day to day implementation of the SEND Policy.This includes:
• Working with the Head teacher and SEN governor to determine the strategic direction
and development of SEN policy and provision in the school to ensure the school meets
its responsibilities towards the Equality Act (2010) in providing reasonable adjustments
and access arrangements.
• The provision of professional guidance to colleagues on matters of SEND
• Working closely with colleagues, parent/carers and external professionals
• Having an awareness of the Local Offer
• Advise and develop the graduated approach to SEND to ensure that students with SEND
receive high quality teaching
• Advise and develop the graduated approach to SEND to ensure that students requiring
SEND Support receive high quality provision
Mr P Greig, as Head teacher, will:
• Work with the SENCO and SEN governor to determine the strategic direction and
development of SEN policy and provision in the school
• Have overall responsibility for the provision and progress of learners with SEN and/or a
Mr A Solomonsz, as The Becket School SEND Governor Lead, has specific oversight of The
Becket Schools arrangements for SEN and Disability. He will:
• Help to raise awareness of SEN issues at governing board meetings
• Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
• Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school
The Becket School is fortunate to have a range of experienced colleagues within the SEND
Department with a wealth of expertise.
Special Educational Needs Co-ordinator:Mr Mullins is a qualified teacher who completed
his PGCE with a specialism in teaching learners with disabilities. He has 16 years experience in both teachingand supporting the teaching and learning of students with SEND across three secondary schools and is also a member of the maths department.
Mr Mullins liaises with external professionals across education, health and social care to support the inclusion of students with SEND within The Becket School. He is a qualified specialist assessor enabling him to assess those students who might require exam access arrangements. He is currently undertaking the NASENCo Award (National SENCo Award) through Nottingham Trent University.
Lead Teaching Assistant:
Mrs Virgo is the Lead Teaching Assistant and Senior Safeguarding Officer with a vast experience of the Becket School over 15 years. Her thirteen years as a Lead TA has been spent supporting the SENCo in liaising with external professionals, parent and carers and developing the ‘amazing’ team of teaching assistants within school.
Mrs Virgo also has 10 years experience as a school safeguarding officer requiring her to work closely with external agencies in social care. She is trained in a vast range of SEND needs and has up to date First Aid and Manual Handling training.
The Becket School has a skilled team of seven teaching assistants who provide appropriate support to specific students with SEND. Our aim is for students with SEND to develop
independence in the classroom and have access to the classroom teacher. This means that the Becket School will not provide exclusive one to one support in class unless deemed necessary. The work of the TA in the classroom is discussed with and directed by the class
Teaching Assistants also deliver specific one to one and small group intervention sessions. Examples include reading, handwriting, numeracy and alternative courses such as The Prince’s Trust. These are delivered from our Intervention Base in B6.
Medical & Personal Care Assistants:
Mrs Parnell is our Medical Care Assistant and the Lead First Aider in school. She is qualified in First Aid, Manual Handling and has completed additional training on specific medical needs as they arise (e.g. catheterisation, oxygen dependency and epilepsy). She also liaises with health
services to deliver programs of physiotherapy in school. Mrs Parnell has additional expertise in issuing medication as well as the creation of intimate care plans, personal care plans and Personal Emergency Evacuation Plans. Mrs Parnell also organises training events for staff based on medical and personal care needs.
Mrs Parnell directs the work of our team of four Personal Care Assistants who are experienced in providing personal care needs and delivering pre-planned programs of physiotherapy. Each of our Personal Care Assistants are Manual Handling and First Aid trained.
Opportunities for Continual Professional Development:
The intention of the Becket School is to enhance our knowledge and expertise so that we
are best able to support any students who experience SEND.
The Becket School views every teacher as a teacher of SEND—Our SENCo provides
information to teaching colleagues to best support them in meeting student needs in the
classroom. This information is shared, via our SEND Google Drive, through a range of
• SEND In a Nutshell—Summary of Need released every half term
• SEND Code of Practice Register—Updated and shared half termly
• SEND Bulletin—Released Fortnightly
• Individual Student Passports (For those students on the SEND Code of Practice Register)
Colleagues in school also have access to training from a variety of sources including the
OLOL Multi-Academy Trust, the local authority and health and social care services.
SEND CPD Events —2021-22
|Sep 21||REAL Training: Update training Exam Access Arrangements||SENCo|
|This training is used to inform how we identify, assess and support those students needing Exam Access Arrangements.|
|Sep 21||NHS: Epi-pen & Allergies Training||All Colleagues|
|This training provided an awareness amongst school staff of students who experience allergies and how to use an Epi-pen.|
|Nov 21||Schools & Families Specialist Services: Building schools’ confidence in Identifying and Managing Dyslexia||SenCo|
|This course has prompted a review into how we identify, assess and support those students who may be experiencing dyslexia. (Review will take place over the 21-22 academic year)|
|Nov 21||ISE Day: ‘What is our approach to teaching students with SEND?||SEND Department|
|Although this session had a primary focus, it did provide information on Down Syndrome which has been used to develop our own staff guidance in school.|
|Nov 21||Our Lady of Lourdes MAT: The Role of the Teaching Assistant||SEND Department|
|This session enabled Teaching Assistants to consider their role and the current research on supporting teaching and learning in the classroom.|
|Dec21||Schools & Families Specialist Services: Morphology: Understanding the Morphological Strategies to Improve Reading and Spelling for Dyslexic Learners||SEND Department|
|This session provided insight into how whole words can be broken down into their phonic sounds to help students to read accurately.|
|Dec 21||Physical Disability Support Service: Manual Handling Training||SEND Department|
|Training has provided all Personal Care Assistants. This enables them to support students with physical needs and disabilities throughout the school day|
|Jan 22||‘SEND within The Becket School’||Trainee Teachers|
|The SENCo introduced the systems for SEND provision within school; including, the different SEND needs which exist in school, where to access student information and the adjustments which can be considered to support their access to the curriculum|
|Mar 22||Schools & Families Specialist Services: How Should we Screen for Dyslexia?||SENCo|
|This session has further informed our review into how we identify, assess and support students who experience dyslexia (Procedures for identification to be prepared during the Summer term)|
The Becket School intends to ensure access to the school community for all students as per our Accessibility Plan; sometimes this requires us to secure more specialised equipment and resources as per the needs of individual students.
The Becket School has a physio room for those students who require physiotherapy during the school day. Equipment for this room is sourced through external agencies and using the schools SEND budget.
The Becket School also has access to specific equipment which can support a students physical engagement with the curriculum including adjustable furniture and ICT based resources; including speech to text software.
Students who experience Hearing and Visual Impairments will have resources provided through the Schools and Families Specialist Service. These can be kept in school, in our medical base, when not in use.
Initial funding for students with SEND is secured through the Notional SEND Budget within school. This ‘Place’ funding can be used to provide appropriate support and provision to support students to access the curriculum and the wider school environment. At the Becket School, we want students to develop their independence and social skills. Therefore funding is not intended to be used to provide one to one in class support to a specific child.
The Becket Family of Schools:
The opinions of parents/carers are essential to the development of appropriate provision
and successful outcomes for students with SEND. The Becket School intends to gather
these opinions in the following ways:
Contact with teachers:
Parents/Carers have opportunity to contact their Child’s teacher or form tutor via the
Teacher/Staff list on the school website and through parents evening.
If your Child is receiving SEND provision, there will be three opportunities per academic
year, to review this provision. Your opinions will be gathered during or before the meeting
to ensure you can contribute to discussions and are involved in any decisions made.
The SENCo will create and share a Parent/Carer survey in the Summer term (2022) to
gather views on matters of SEND.
Parent Voice Events:
The SENCo intends to establish opportunities for Parents/Carers to share their opinions
about SEND Provision within school. Your views are important and will contribute to the
future development SEND provision in school; and this report.
Please e-mail Mr Mullins if you are a parent/carer who would be interested in participating
in one of these sessions or have a suggestion on what can be discussed. Mr Mullins can be
contacted via: P.Mullins@becketonline.co.uk
The views of our students are also an important influence on how we develop our SEND
provision and achieve successful outcomes for students accessing it. Students at The
Becket School have opportunity to share their views in the following ways:
During tutor time:
All students are assigned to a tutor group which they attend at the start of every morning.
During this, students will participate in acts of collective worship and share their views on
range of topics. Students are encouraged to share concerns with tutors at the start of the
day so that any issues might be addressed.
In the classroom:
Students are encouraged to contribute their views on topics and respond to verbal and written feedback within lessons.
Stop The Clock:
A key part of our PSHE curriculum; Stop The Clock Sessions occur half termly and provide
students an opportunity to discuss key topics in their personal and social development.
If you are receiving SEND provision, or have an EHC Plan, there will be three opportunities
per academic year to share your views on this. Your opinions will be gathered during or
before a review meeting to ensure you are involved in any decisions made about your
Student Voice Events:
The SENCo intends to establish opportunities for students with SEND to share their
opinions about SEND provision in school. These will be through surveys and focus groups.
Your views are important and will contribute to the future development of SEND provision
within the school; and this report.
Please contact Mr Mullins if you are a current student who would be interested in
participating in one of these sessions, or have a suggestion on what can be discussed.
If a Parent/Carer has a concern about the SEND provision which is being provided for
their Child, they can contact Mr P Mullins (SENCo) to share the details of their concern.
An arrangement can then be made for a telephone conversation or meeting to take place
where the specific concerns can be discussed and actions can be agreed to manage these.
Mr P Mullins (SENCo) can be contacted via e-mail: P.Mullins@becketonline.co.uk
If these concerns persist then Mr Mullins can also advise on how to proceed with making
a complaint inline with the Complaints Policy
The Becket School has the opportunity to collaborate with a range of external colleagues to support a student with SEND. Please click on your local council to learn about the teams within your local authority.
Students will not necessarily need to access these services, or all at the same time. These can be referred to as part of the Graduated Response.
Whilst Parents/Carers can refer directly to Health Services, it would be appropriate to discuss this with your Child’s Progress Leader or the Inclusion Team as Health professionals are likely to request information about how your Child engages with Education.
|Areas Of Support||Team(s) or Services(s)||Accessed Via|
|Education||SFSS (Schools & Families Specialist Services)||School Based Referrals completed in agreement and with consent from the Parent/Carer.|
|- Cognition & Learning Team|
|- Communication & Interaction Team||These are then discussed at a ‘Springboard’ to decide what the level of involvement required.|
|- Specialist Teacher for Hearing Impaired|
|- Specialist Teacher for Visually Impaired|
|Educational Psychology Service|
|Health||Small Steps: Provide support and interventions to families of children and young people displaying behaviours that cause concern or challenge. Support will be available for families who have concerns which may indicate ASD/ADHD but have no diagnosis. Support is also available for families of children and young people diagnosed with ASD and/or ADHD.||Getting to Know Me Form completed by the school alongside Parents/Carers. This is sent to the NHS Small StepsTeam.|
|Further information and advice about the Small Steps Process|
|Social Care||Early Help Unit provides a direct contact point for professionals and families requiring early help services. The Unit acts as a signposting and referral point for Early Help Services but does not directly deliver them.||The completion of an EHAF form by the school alongside Parents/Carers.|
|Further advice on the Early Help Unit and an online version of a referral form|
Students will not necessarily need to access these services, or all of them at the same time. These can be referred to as part of the Graduated Response (Part 2).
Whilst Caregivers can refer directly to Health Services, it would be appropriate to discuss this with your Child’s Progress Leader or the Inclusion Team as Health
professionals are likely to request information about how your Child engages with Education.
Please also be aware Health Services have significant waiting lists at this moment in time. Contact with a Paediatrician can take up to two years.
The Integrated Children’s Disability Service (ICDS) was created in September 2016 in response to the SEND reforms from the Children and Families Act 2014. ICDS brings together colleagues from Education, health and social care to support children and young people with disabilities aged 0 to 25
years. The service consists of five teams.
Find out what each team offers by clicking on it below:
Further information on the wider range of support services which are available to young people with SEND and their families can be found on the SEND Local Offer (Part 13)
The Becket School has the opportunity to collaborate with a range of external colleagues to support a Student’s needs.
Areas Of Support
Team(s) or Service(s)
SFSS (Schools & Families Specialist Services)
• Cognition & Learning Team
• Communication & Interaction Team
• Specialist Teacher for Hearing Impaired
• Specialist Teacher for Visually Impaired
Educational Psychology Service
School Based Referrals completed in agreement and with consent from the Parent/Carer.
(Child & Adolescent Mental Health Service)
A service to improve the mental health of children and young people who present with issues/ symptoms of a severe or complex mental nature and require a multi-disciplinary approach that offers a mix of professional skills.
Behavioural & Emotional Mental Health Team
BEMHS is a service which can be accessed via an online referral. This is for students who present concerns with behaviour , emotional wellbeing or mental health OR present concerns about possible ASD or ADHD.
CAMHS can be accessed via the GP without a school referral.
Further information and advice on the CAMHS pathway can be found here:
Via a referral completed by the school alongside Parents/Carers.
Further information and advice on the BEMHS pathway can be found here:
Referrals into these services may lead to support from health professionals.