SEND Information
SENCO
- Mrs H Potter
Assistant SENCOs:
- Miss R Mouat
- Mrs J Whittle
At Lord Lawson, we are committed to ensuring that every student with Special Educational Needs and Disabilities (SEND) receives the support they need to thrive. Our approach is rooted in inclusive, high-quality teaching and personalised interventions.
Core Support
All students with SEND are supported daily through Quality First Teaching and Adaptive strategies delivered by every classroom teacher. This ensures lessons are thoughtfully planned and adapted to meet individual needs. Additional support may be provided by Teaching Assistants, which can include:
- In-class support
- Small group work
- One-to-one sessions
- Provision of tailored physical resources
Identification and Monitoring
Students identified at threshold 3 or above in an area of need are placed on the SEND Register, ensuring all staff are aware of their needs. Students identified at threshold 1 or 2 are place on our SEN Monitoring Register. Each student has a SEND Passport, which outlines specific strategies and adaptive strategies to support their learning. These documents are reviewed regularly in collaboration with students and their families.
We follow the Graduated Approach to SEND support, which involves four stages:
Assess – Plan – Do – Review.
This cyclical process ensures that support is tailored, monitored, and refined in collaboration with students, families, and staff.
Definition of SEND Provision
Special educational provision refers to:
Educational provision which is additional to, or otherwise different from, that made generally for children of the same age in maintained schools (excluding special schools) in the local area.
Guiding Principles
Our SEND provision is guided by the following principles:
- Early and clear identification of student needs, followed by appropriate interventions across subjects and ability levels.
- Collaborative working between school staff and external agencies to provide holistic support.
- Raising awareness of individual barriers to learning and their impact on progress.
- High-quality, personalised provision that is differentiated to meet individual needs.
- Inclusive practice that removes barriers to learning while ensuring fair treatment for all students.
Roles and Responsibilities
SEND support is a whole-school responsibility.
- Classroom teachers deliver inclusive lessons and adapt teaching strategies.
- Form tutors monitor wellbeing and progress.
- Teaching Assistants provide targeted interventions and in-class support.
- Pastoral staff support emotional and social development.
- SENCO oversees provision, coordinates with external agencies, and leads strategic planning.
Working in Partnership
We value co-production—working in partnership with families and students to shape support plans. Regular reviews ensure that feedback is acted upon and that provision evolves with the student’s needs. Parents are encouraged to engage in discussions about their child’s progress and contribute to planning and review meetings.
Additional links
Gateshead Local Offer –Gateshead SEND Local Offer – Gateshead Council
Gateshead Thresholds: SEND thresholds – Gateshead Council
Gateshead Rainbow Guide for parents: https://www.choicewellbeingservice.org/gateshead
Cognition & Learning
Communication & Interaction
- Afasic – support for families with children and young adults who have Speech Language and Communication Needs (SLCN).
- The British Stammering Association
- ICAN – the Speech and Language UK charity
- Selective Mutism Information and Research Association (SMIRA)
- https://www.autismeducationtrust.org.uk/Education Trust
- Autism Matters Newcastle (autism-matters.co.uk)
- Daisy Chain – Parent Support Group
- The National Autistic Society
- Autism Education Trust
Social, Emotional & Mental Health
Sensory or Physical
- Pdnet - network for those supporting learners with a physical disability
- Whizz Kidz – UK’s leading charity for young wheelchair users
General medical needs
Vision
Hearing
