SEND
The SEND Faculty at Glyn School aims to identify and overcome potential barriers to learning and to meet the needs of all SEND students within and beyond the school setting.
Glyn SEND provision takes into account the full scope of student support, first and foremost this is the delivery of high quality, whole class teaching, guided and group work and individual interventions.
SEND students are supported in a range of different ways, including:
- In-class support and out of class monitoring for students with EHCPs and students on the SEND register provided by a dedicated team of Learning Support Assistants.
- Targeted withdrawal groups run by HLTAs (Higher Level Teaching Assistants) aimed at supporting learners with literacy, numeracy and social skills needs. Examples of interventions offered: Additional English, Lexia, Fresh Start Phonics, ELSA (emotional literacy support), Social Skills & Friendship Engineers.
- A qualified counsellor to support students in a one to one environment.
- After school support groups each day of the week to support students with SEND with completion of Independent Learning Tasks.
- A supportive and peaceful place within school available throughout break, lunch and after school.
- The SENCO is also the Exams Access Leader and can assess students for exam arrangements.
- Student support team consisting of Heads of Year and Deputy Heads of Year to further support students pastorally.
- For advice and support on how to request that a student be assessed for SEND, please contact the student’s Head of Year in the first instance who will work with you to complete a SEND referral form so that we can correctly assess and identify and SEND issues.
Our Head of SEND is Mrs S Stanton S.Stanton@glynschool.org
If you would like to book an appointment in the SEND Surgery please click on the relevant link below:
| Who | Link |
| Mrs Stanton - Head of SEND | Book time with S.Stanton: SEND Surgery |
| Mrs Riley - Deputy SENDCO | Book a time with S. Riley - Deputy SENCO |
| Mrs Scafidi - Intervention Lead and HLTA | Book a time with D.Scafidi : SEND Surgery |
SEND Key Information Documents
Supporting Children with Medical Conditions
Access Arrangements
Access Arrangements at Glyn School
Access arrangements are adjustments made for students who have a significant and long‑term difficulty that affects their performance in formal assessments. These arrangements are designed to remove barriers so that students can demonstrate their true knowledge, skills and understanding. They do not give an advantage, and they are not available to all students.
How Access Arrangements Are Decided
Access arrangements must be based on a combination of:
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Evidence of need
e.g., learning profile, SEND information, teacher observations -
Evidence of normal way of working
the student must use the arrangement regularly in class and internal assessments -
Assessment data, where required by JCQ (e.g., for extra time, reader, scribe)
It is important to note that students must demonstrate that they benefit from and actively use an arrangement such as extra time. If a student does not use or need the arrangement in practice, it cannot be applied for within formal examinations.
Access Arrangements in Key Stage 3
During KS3, students may trial arrangements to establish whether they support learning and assessment. However, due to staffing and rooming constraints, we are not able to offer separate rooms for progress checks. Teachers will deliver access arrangements through their best endeavours, ensuring students can practise using the support they may later require in KS4.
Common Access Arrangements
The table below outlines the most frequently used arrangements, how students can support themselves during exams, and how they can practise these skills at home.
| Access Arrangement | How Students Can Support Themselves in Exams | How to Practise at Home |
| 25% Extra Time | Use the additional time to plan, check and edit work; avoid rushing; pace themselves using a timer. | Practise timed tasks with an extra 25% added; use apps or timers to build pacing strategies. |
| Reader / Reading pen | Ask for text to be read aloud or use approved reading pens available in school; focus on comprehension rather than decoding. | Use a speech tools (e.g., Immersive Reader, Natural Reader, Claro Reader) when completing homework or reading online. |
| Scribe / Speech - to-Text | Dictate clearly and in full sentences; pause to check accuracy; review the final written output. | Practise using speech text tools (e.g., Google Dictation, Microsoft Dictate) for written homework or planning. |
| Word Processor | Type responses instead of handwriting; organise ideas more easily. | Complete extended writing tasks on a laptop; practise typing to improve speed and accuracy. |
| Prompter | Use prompts to refocus attention; follow agreed strategies to stay on task. | Use checklists or timers at home to maintain focus during homework; practise breaking tasks into smaller steps. |
| Rest Breaks | Request short breaks to reset and refocus; use breathing or grounding strategies. | Build short, structured breaks into homework routines; practise returning to tasks promptly. |
Key Messages for Families
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Access arrangements are not automatic and must be supported by evidence.
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Students must use the arrangement regularly for it to be approved for formal exams.
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KS3 is a trial period; arrangements may change as we gather evidence of what genuinely supports the student.
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Separate rooms are not available for KS3 progress checks, but teachers will implement arrangements as fully as possible.
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Our aim is always to ensure that each student can access assessments fairly and confidently.
