Special educational needs and disability (SENd)


At St. Cuthbert Mayne we believe in the principles of inclusive education. The Learning Support Department works hard to support students to achieve the highest level possible and to overcome any barriers to learning. Our aim is to ensure that there is best possible provision in place to ensure that all the students have access to a broad and balanced curriculum.


The Learning Support Department co-ordinates the provision for pupils with Special Educational Needs. Support can be provided in class within the mainstream or as individuals or as small group withdrawal.


Currently we work with a range of Special Educational Needs and have appropriate strategies in place according to the needs of the students. Support is provided by an experienced team of Learning Mentors (LM’s) who have wide skill and knowledge base. Their aim is to enable each student to access the curriculum and fulfil the lesson objectives but also allow the students to become independent learners both for in school and for later life. Our aim is not to have the students to be reliant on 1:1 adult support.


Students experiencing difficulty completing Home Learning are able to access support in the Home Learning Club based in the library.

Chatterbox Club

The Department also runs a “Chatterbox Club” which is held in the Learning Support Area. This is for students who might find break and lunchtime hard or those who find the social side of school difficult for example. The club serves many purposes and allows the students quiet time, support from adults, help with Home Learning, the opportunity to discuss issues, play board games etc.


The Department offers a range of ways to support students depending on their need. For example managing behaviour, learning life skills, learning skills to co-operate with others, improving social skills, accessing the curriculum with word processors, laptops etc. Also pupils with physical illness or disability, either long term or short term, can be supported in order that they can still access a full education. For example, wheelchair access, liaising with other professional colleagues (e.g. Health). We believe our approach to all Special Educational Needs should be both flexible and innovative.

Key Stage 3 Intervention

When students start in Year 7 they undergo a range of assessments: Cognitive Ability tests, the Vernon spelling and Suffolk Reading assessment. The results of these are analysed and then, if necessary, interventions are put in place if we believe the students would benefit more than simply having an appropriately differentiated curriculum. In Year 7,the school uses the Ruth Miskin Phonics programme for students who need literacy support. In Key Stage 3, all students engage in the Accelerated Reader programme. In addition to this there are targeted literacy and numeracy interventions to support the students.