“At St Bernard’s we believe that all persons are created by God, unique and equal. We strive to create a caring Christian community in which we provide education based on Gospel values where all people reach their full potential. We aim to develop positive relationships with every individual and family, the parishes and wider community.”

Our SEND vision is HIIP


  • We are dedicated to ensuring students with SEND feel happy and confident by providing them with a positive and safe environment; one where they feel included and cared for.
  • Students are supported both academically and pastorally in lesson by either the teacher, or, if needed, an SSA.
  • Further support is offered to SEND students out of timetabled lessons. We hold homework club during lunchtimes (SLC), provide support during enrichment activities and offer a safe place for students to go during social times (S7).


  • Students with SEND are educated, wherever possible, in an inclusive environment, receiving quality first teaching alongside their peers. We provide a broad and balanced curriculum; one that is relevant and differentiated to ensure ALL students have equal access to learning.
  • All teaching staff share responsibility for the progress of SEND students in their care.
  • Integrating students with their peers during social times is also one of the key priorities in the SEND provision we offer.


  • We strive to develop independent learning skills amongst our students with SEND.
  • Quality first Teaching, differentiation and embedding support tools during lessons; all contribute to developing independence amongst our SEND students.
  • At St Bernard’s, our SSAs embed the ‘helicopter’ approach to support. This involves consolidating the understanding of a task with a student, then moving away to enable students to work independently on the task.
  • Our SEND team help to integrate students with their peers out of lesson time by helping them develop independent life and social skills.


At St Bernard’s we want all our students, including those with SEND, to leave school in Y11 as happy, confident and independent young adults. During their journey from year 7 to year 11, SEND students will develop a range transferable social, life and academic skills; ones that will help prepare them for the wider world, further education and a career. We strive for our SEND students to be as successful as and have the same opportunities as their peers.

Who do we support?
We Support the 4 main areas from the SEND Code of Practice (2015):

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Health Difficulties
  • Sensory and/or Physical Needs

SEND Levels at St Bernard's
If a child is identified as having SEND they are categorised into the following areas:
E: Students have an Educational Health Care Plan with (Rotherham SEND Local Offer)
K: SEND Support in school/working with outside agencies
M: Monitoring/Quality first Teaching & effective differentiation (Barriers & Aids to learning)

The Graduated Response
In line with the SEND Code of Practice and the Rotherham Local Offer ‘Graduated Response’, we follow a SEND model of: Assess > Plan > Do > Review

The Waves of Intervention

Wave 1 - Assess
Students are identified as having a SEND in a variety of ways: primary transition, teacher/parent referral and outside agencies. Assessments are made based on previous school and outside agency assessments and current in-school assessment. The SENDco will conduct SEND specific observations and assessments when a referral is made to ensure the student is receiving quality first teaching: The SEND Code of Practice makes it clear that high quality teaching, adapted for individual pupils, is the first step in responding to possible SEND. Wherever possible, we want our students to stay in their timetabled lessons and access quality first, differentiated teaching and learning (Wave 1)

Wave 2 - Plan
Once a student is assessed as having a SEND, they will be identified as a K and will be offered SEND support. A student support plan is set up with specific SEND targets unique to the student. This plan is shared with parents at the review meetings. If a student has an EHCP (E), their student support plan will integrate the targets contained in their EHCP.

Wave 3 - Do
Students accessing SEND support (K/E) will receive in class SSA support and sometimes further interventions specific to their individual needs (Wave 2/3). The SEND interventions will be based around the individual targets contained within their student support plan. Interventions are mostly based around the areas of: Literacy, Numeracy and SEMH.

Wave 4 - Review
SEND Targets and intervention progress will be reviewed three times a year between the students, parent and SEND mentor. If students have met their targets, then new ones will be developed.

The SEND review cycle fits in with the whole school Academic Mentoring afternoons:
6th December (Autumn review)
8th March (Spring review)
9th July (Summer review/set new targets for September)
During these afternoons, parents, SEND mentors and students discuss both their SEND targets and their academic and pastoral progress across school.
As part of the Annual Review Process, EHCPs will be reviewed yearly in addition to the above dates. Early reviews can be requested if students’ needs have changed.