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SEN Report

Kemball School SEN Information Report 2025-26

 

School context 

Kemball School is a generic special school that meets the needs of pupils with cognition and learning needs, including Profound and Multiple Learning Difficulties (PMLD) and Severe Learning Difficulties (SLD). The school specialises in supporting pupils with complex physical, medical and sensory needs. 

All pupils attending Kemball School have an Education, Health and Care Plan (EHCP) or are undergoing statutory assessment for an EHCP prior to admission. 

Kemball School is a purpose-built, fully accessible setting. The school is on one level and is fully wheelchair accessible. 

Admission arrangements 

Admissions to Kemball School are coordinated by the Local Authority (LA) in line with the SEND Code of Practice. The LA may consult with the school and recommend a placement. 

Once a place has been offered and accepted, the school works closely with parents/carers and professionals to ensure a smooth and well-planned transition. Prospective parents are encouraged to visit the school and may bring family members with them. 

Where pupils are eligible for home-to-school transport, this is arranged by the Local Authority. Transport staff are employed by external transport providers. 

Our ethos 

Kemball School is a community where everyone is treated with dignity, respect and equality. We aim to create a happy, safe and inclusive learning environment in which every pupil’s individual needs are met and achievements are recognised and celebrated.

SENCO details 

The school’s Special Educational Needs Coordinator (SENCO) is: 

Helen Smith 

Deputy Head Teacher and SENCO 

Telephone: 01782 883120 

The SENCO is a qualified teacher and is responsible for overseeing SEN provision and working with parents, staff and external professionals. 

Identifying, assessing and reviewing pupils’ needs 

All pupils attend Kemball School with an EHCP or are in the process of statutory assessment prior to admission. 

Once admitted, pupils’ needs are continually assessed and reviewed through: 

  • Individual Education Plans (IEPs) 

  • EHCP outcome tracking 

  • Engagement Scale Profiles 

  • Milestone assessments 

  • Evidence for Learning 

  • Termly pupil progress meetings 

  • Annual Review meetings involving parents/carers and professionals 

  • Parents/carers are fully involved in assessment and review processes and are encouraged to raise any concerns with the class teacher or SENCO at any time. 

Evaluating the effectiveness of SEN provision 

The school evaluates the effectiveness of provision through: 

  • Rigorous class monitoring procedures High-quality CPD and performance management 

  • Insight Assessment System 

  • Achievement and progress data analysis 

  • Internal and external moderation 

  • EHCP progress trackers 

  • Annual Reviews 

  • Teaching and learning approach 

    Kemball School offers a broad and balanced curriculum tailored to individual needs, with a strong focus on independence and preparation for adulthood. Quality First Teaching underpins all provision. 

Additional support includes: 

  • Enhanced staffing levels (typically 1 teacher and up to 3 teaching assistants per class dependent on pathway and pupil need) 

  • Adapted teaching activities and curriculums 

  • Child centred learning 

  • 4 distinct pathways that ensure the diverse range of needs at Kemball are met: Multi-sensory, Engagement, Progression and Functional pathways 

  • TEACCH strategies where appropriate 

  • Emphasis on developing functional communication and increase engagement levels 

  • Promotion of independence for all pupils 

  • Total communication approaches including Makaton, PECS, PODD and AAC 

  • Targeted interventions such as Attention Autism, Intensive Interaction, Precision Teaching and TaSSels 

  • Outreach provision where required 

Literacy, communication and numeracy 

  • Reading and writing 

  • Read Write Inc phonics programme and Fast Track tutoring 

  • Accelerated Reader and Oxford Owl 

  • Practical, multi-sensory approaches 

  • Write Dance and motor development focus 

  • Communication 

  • Total communication approach 

  • Makaton, PECS, PODD and augmented communication aids 

  • Speech and Language Therapy input and interventions 

  • Mathematics 

  • Numicon Advocate School 

  • Concrete–pictorial–abstract approach 

  • Individualised targets and interventions 

  • Social, emotional and mental health 

The school promotes emotional wellbeing and positive behaviour through: 

  • CPI (formerly MAPA) trained staff 

  • Individual behaviour plans agreed with parents 

  • Zones of Regulation, restorative approaches and social stories 

  • Sensory regulation programmes and wide range of sensory resources  

  • Mental Health and Wellbeing focus afternoons 

  • Mental Health Charter Mark Bronze Award 

Medical, physical and therapeutic support 

Kemball School works closely with health professionals to support pupils with medical and physical needs, including: 

  • Personal Care Plans 

  • Trained staff for medication, PEG feeding, epilepsy care and stoma care 

  • Links to the HUB where we can liaise with the school nursing team 

  • Visiting consultants 

  • Physiotherapy, occupational therapy and hydrotherapy 

  • Specialist equipment, hoists and adapted furniture 

Multi-Agency Working 

Kemball School works in collaboration with outside agencies to gain more specialised expertise as needed.  These agencies include: 

  • SEND specialist advisors (including Hearing and Visual Impairment teams) 

  • CAMHS (Child and Adolescent Mental Health Service) 

  • Social Services 

  • Speech and Language Therapist Team 

  • Paediatricians and medical professionals such as the school nurses and physiotherapist teams 

  • Educational Psychologists 

  • Children’s Choice Occupational Therapists 

Accessibility 

The school environment is fully accessible. Reasonable adjustments are made to ensure all pupils can access: 

  • The curriculum 

  • School facilities 

  • Educational visits, enrichment activities and extracurricular opportunities 

  • The school’s Accessibility Plan is available on the website. 

Working with parents and carers 

Parents/carers are valued partners and are involved through: 

  • Transition meetings and home visits 

  • Regular communication via Class Dojo and phone calls 

  • Annual Reviews and consultation meetings 

  • Coffee mornings, workshops and questionnaires 

  • ROCKs parent group and parent governors 

  • Pupil voice 

Pupils are supported to share their views through: 

  • Annual Review contributions 

  • Pupil questionnaires 

  • School Council, Eco Committee and E-Safety Committee 

  • Transitions and preparation for adulthood 

    Transitions are carefully planned and supported at all stages: 

  • Entry into school 

  • Movement between classes and phases 

  • Preparation for post-16 education and adulthood 

From Year 9 onwards, transition planning focuses on future pathways. Pupils follow accredited programmes such as ASDAN, developing skills for learning, employment and independent living. 

Complaints procedure 

Parents/carers who have concerns about SEN provision should first contact the class teacher or SENCO. If concerns cannot be resolved informally, the school’s formal complaints procedure can be found on the school website. 

Local Offer 

Information about services available for children and young people with SEND can be found on the Local Authority’s Local Offer: 

Stoke-on-Trent Local Offer: 

www.stoke.gov.uk/localoffer 

Additional support is available from: 

  • SENDIASS - Tel: 01782 234701 / 234847 

  • SENMAS - Tel: 01782 232740 

Review 

This SEN Information Report is reviewed annually and updated as required. 

 

 

 

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