SEND and Inclusion

At Pershore High School, we believe every child deserves the opportunity to thrive, learn, and feel valued. Our Special Educational Needs and Disabilities (SEND) team is dedicated to supporting pupils with diverse learning needs and works collaboratively with staff, families, and external professionals to ensure that all learners feel a sense of belonging and are given the tools they need to succeed. We follow a graduated approach to SEND support, identifying needs early and providing targeted interventions through a cycle of assess, plan, do, and review. This ensures that support is personalised, responsive, and continually refined to meet each pupil’s unique strengths and challenges. Inclusion is at the heart of everything we do, and we are committed to removing barriers to learning so that every child can flourish.
Meet the Team
SENDCo	Miss A Plowman
Deputy SENDCo	Mr T Saunders
Inclusion Manager	Miss B Patrick
Inclusion Support Manager	Miss R Hitchings
Inclusion Administrator	Mrs A Van Wordragen
SEND Governor	Mr R Charles

Departmental Learning Support Practitioners
Mrs A Clasen	English
Mr D Fisher	Maths
Mrs A Rees	Science

Learning Support Practitioners

Mrs T Westwood (Maternity Cover)

Mrs N Kitley

Miss A Hope

Mrs J Ludlow

Miss R Cox (Maternity Leave)

Miss B Summers

Mrs L Beard

Mrs R Greaves

Mr A Driscoll

Contact SEND Team

What are Special Educational Needs?

All children may have difficulties learning at some stage. For most children, the challenges can be overcome with support from home and teachers at school. However, if your child has special educational needs and/or disabilities, they are likely to need extra support, or support in a different way, to make sure they are able to learn.

Your child may have special educational needs if they have:

much greater difficulty learning than most others of the same age, or

if they have a disability that makes it difficult for them to use the facilities that others of the same age use in a mainstream school.

The definition of disability, according to The Equality Act 2010 (Link equality act), is when your child has either or both of the above, and/or:

a physical or mental impairment which has a substantial and long-term negative effect on their ability to carry out normal, day-to-day activities.

“Substantial” means it is not a minor difference. “Long-term” means the impact has lasted, or could be expected to last, for 12 months or more.

The Graduated Approach

We meet our pupils’ needs through a graduated approach, sometimes known as ‘waves of support’, which ensures they can access and engage with the curriculum. Progress is closely monitored following an ‘Assess – Plan – Do – Review’ cycle to ensure we secure effective support for all pupils.