Our ambition is to ensure every student leaves Great Sankey articulate, resilient, compassionate and culturally aware. That they are inspired to contribute to society, are able to pursue careers they are passionate about and live healthy, happy and fulfilled lives.

Any additional support required will be identified early, implemented seamlessly working collaboratively & in partnership with stakeholders to ensure every child has the opportunity to succeed & thrive at Great Sankey High School regardless of the challenges they may encounter.  Intervention will be coherently planned and have a tangible impact on student’s wellbeing and academic success. 

High Achievers

We have very high expectations of all our students, staff and parents.  We understand the need to stretch and challenge our high achievers and to ensure that they build a portfolio of skills and extra-curricular engagements which support their aspirations in school and beyond. At Key Stage 4 and 5 ambitious progress and attainment targets are set for all our students based on their ability and prior attainment. We ensure that our most able students are challenged and supported to excel, with stretching personalised targets in the classroom and tailored enrichment activities. Our approach enables our High Achievers to play a full and active part in the life in of the school, taking on leadership roles and experiencing special activities that will excite and challenge them.  From Year 10 students to Year 13 are invited onto the High Achievers Programme which enables students to discover the joys of independent learning, take responsibility for the own study, visit Russell Group Universities and develop new life and study skills.

Other Needs

From time to time, students may need access to additional support because of specific short-term issues. For example, if a child has had to deal with the bereavement of a close family member or friend, then they will need special emotional support. In these circumstances, we will work closely with the family and other agencies to make sure that we provide the support the pupil needs to help them deal with their emotions and to enable them to continue to make progress in their studies.

For some students, issues in the home or other external matters can affect their attendance or behaviour at Great Sankey. In these circumstances, the school provides intensive support to make sure they get the help and support they need to improve in these areas and to continue to succeed in their learning.

Sometimes the pupil and family need access to more specialist help. In these cases, we work in partnership with other agencies (including the Local Authority, Health Services, voluntary organisations) to plan and provide this specialist support.

Special Educational Needs (SEN)

It’s very important that students with special educational needs are properly identified, assessed and supported. For the majority of children and for most of the time, we provide support in class, as part of normal day-to-day lessons. As an inclusive school where every student is valued, we want all students to take a full part in all lessons and in every aspect of academy life alongside their peers. Our teachers plan and deliver quality lessons that are well differentiated, so the needs of all students are catered for and all students can benefit fully from them. Sometimes, however, a student’s personalised assessment shows that they would benefit from additional one-to-one tuition or to work as part of a small group.  

For a small minority of students with more complex and specialist needs we are also able to call upon many external services such as Educational Psychology, Speech and Language therapy, CAMHS, ADHD foundation, School nurse, occupational and physiotherapy and Sensory Impairment Service, to help us support children’s educational development. This is not an exhaustive list but an example of the services we work with most frequently. We work with these services so that we are able to provide intervention and support as identified by assessments completed by relevant professionals.

The individual needs of all students are different and they will be categorised into one of the four broad areas of need. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.

Communication and Interaction, including:
• SLCN (Speech, Language and Communication Needs)
• ASD (Autistic Spectrum Disorders) 

Cognition and Learning; when despite appropriate intervention students learn at a slower pace than their peers.

They include:
• MLD (Moderate Learning Difficulties) - the general level of academic attainment of these students will be significantly lower than that of their peers.
• SLD (Severe Learning Difficulties) – when students are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication.
• PMLD (Profound and Multiple Learning Difficulties) – when students are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
• SpLD (Specific learning Difficulties) - when students have one or more learning difficulties, these may include but are not limited to dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental Health Difficulties.  They include:

• Wide range of difficulties that manifest themselves in many ways e.g. becoming isolated, withdrawn, displaying challenging, disruptive behaviour.  They may reflect underlying mental health conditions such as anxiety, depression, self-harming, substance misuse, eating disorders or other physical symptoms that are medically unexplained.
• ADD (Attention Deficit Disorder)
• ADHD (Attention Deficit Hyperactive Disorder)
• ODD (Oppositional Defiance Disorder)
• Attachment Disorder

Sensory and/or Physical Needs, including:
• Vision Impairment
• Hearing Impairment
• Multi-Sensory Impairment
• Physical Disabilities

Thinking Reading 

As a school we are particularly proud of the impact that our Thinking Reading program is making. We are committed to training staff up on the program and now have a team of six staff who have completed the in intensive training to enable them to deliver the program. Data demonstrates that students who have taken part in the program have on average improved their decoding skills by 1.9 months in each 30 minutes lesson. 

Testimonials from students include:

'I have found thinking reading helpful. I have got better at reading and writing,  I am happy to read out loud in class now.  feel a lot more confident when reading on my own.  have enjoyed the lessons.'  

'My reading has got a lot better and faster, I am more confident when reading to people now'

Testimonials from parents include 

'Just a note to say I am thrilled with the progress made in Thinking Reading. Last night I caught them sat in bed reading! Something I have never seen.

I have tried all different methods over the years to not much progress but since being with you something seems to have clicked.'

'Thank you so much for all you have done, you have been absolutely amazing. Since doing thinking reading we can see a massive improvement' 

ADHD foundation 

Since September 2020 we have been privileged to work alongside the ADHD foundation. As part of our agreement with the charity we have access to:

  • Neurodevelopmental councillors in school two full days per week working alongside students.
  • Teacher access to training from the foundation and regular webinars.
  • Parent access to three regular webinars on understanding behaviour, understanding ASC and understanding ADHD. If you would like to be referred to any of these programs please contact Jacqueline.rauer@greatsankey.org

We were also a part of the umbrella project in 2020 and were proud to celebrate neurodiversity with the installation in our canteen. 

Testimonials from parents include 

'I have found using the strategies that Lisa suggested has enabled me to support my child better at home' 

Testimonials from students include:

'Karen has taught me that I need to accept help from staff and that I can make the changes with their support' 

Key Information

  • See our Policies and Reports page to access our School SEND Local Offer, Accessibility Plan and Exam Access Policy

  • The  SENCO at Great Sankey High School is Jennifer Edwards (sendco@greatsankey.org)

  • Visit Warrington’s Local Offer at askollie.warrington.gov.uk  this is an online resource that details services, support and guidance available to children and young people with special educational needs and disabilities (SEND) aged 0–25 and their families.