At Smithills School we believe that all children, regardless of ability, are entitled to a broad, balanced and relevant curriculum.  We are committed to the individual needs of all our pupils and to valuing what each and every pupil brings to the curriculum.
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Curriculum Hub – Supporting Success for All

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At Smithills School, we believe that every child matters and that every pupil, regardless of need or starting point, is entitled to a broad, ambitious and high-quality education.

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Our approach to SEND is rooted in our whole-school vision of Success for All. We are committed to ensuring that pupils with special educational needs and/or disabilities (SEND) are fully included in school life, supported to access the curriculum, and helped to develop the knowledge, skills and confidence they need for the future.

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Our Inclusive Approach

Pupils with SEND at Smithills are taught within mainstream lessons, alongside their peers. High-quality teaching is the foundation of our support.

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We recognise that pupils learn in different ways and at different rates, so teaching is adapted and personalised where needed. In some cases, pupils may also benefit from targeted small-group or individual support, delivered through our Curriculum Hub.

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All teachers at Smithills are teachers of SEND and share responsibility for pupils’ progress, wellbeing and success.

 

What Do We Mean by SEND?

A pupil may be identified as having SEND if they have a learning difficulty or disability that means they need additional or different provision to support their learning.

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Needs generally fall into one or more of the following areas:

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health (SEMH)

• Sensory and/or Physical Needs

 

How We Identify and Support Pupils

We aim to identify needs as early as possible and respond promptly.

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Information is gathered from a range of sources, including:

• primary schools and transition information

• baseline and standardised assessments (including reading, spelling, numeracy and CATs)

• teacher observations and assessments

• pupil voice

• parental concerns

• external professionals where appropriate​

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Support follows a graduated approach:
Assess → Plan → Do → Review

This means support is carefully planned, regularly reviewed, and adapted based on impact.

 

Quality First Teaching

High-quality classroom teaching is the most important support we provide.

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This includes:

• clear explanations and modelling

• structured routines

• appropriate challenge and scaffolding

• flexible grouping

• visual supports and adapted resources

• effective use of technology

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Where needed, teaching assistants are deployed to support learning while encouraging independence.

 

Additional Support and Interventions

Some pupils benefit from additional targeted support through the Curriculum Hub. This may include:

• In-class support

• Literacy and numeracy intervention

• Reading intervention

• Speech, language and communication groups

• Dyslexia support

• Social skills groups

• Handwriting intervention

• Nurture provision (KS3)

• Keyworker support

• Break, lunch and homework clubs

• Careers and post-16 guidance

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Interventions are time-limited, monitored carefully, and reviewed regularly to ensure they are making a difference.

 

Supporting Reading and Literacy

Literacy underpins access to the curriculum.

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We provide:

• targeted reading intervention, including during Session Zero

• structured support focusing on comprehension, inference, vocabulary and fluency

• dyslexia-friendly approaches and specialist programmes where appropriate

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As pupils’ reading improves, so does their confidence and ability to access learning across subjects.

 

Speech, Language and Communication

We have teaching assistants who are Elklan trained, enabling them to support pupils with speech, language and communication needs.

 

Nurture and Wellbeing Support

For some pupils, emotional well-being is a key barrier to learning.

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Our KS3 Nurture Group provides a calm, supportive environment to help pupils develop:

• confidence and self-esteem

• emotional regulation

• social skills

• readiness to learn

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This works alongside our wider pastoral and mental health support.

 

Exams and Access Arrangements

Some pupils may be eligible for access arrangements in exams, such as:

• extra time

• rest breaks

• readers or scribes

• use of a word processor

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Eligibility is based on evidence and assessment, in line with national guidance. A diagnosis alone does not automatically mean arrangements will be granted.

 

Transitions

We provide enhanced support at key transition points.

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Primary to Secondary

• close liaison with primary schools

• SEND transition meetings and visits

• additional induction support where appropriate

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Post-16

• careers guidance and work-related learning

• supported college applications and visits

• close working with Connexions for pupils with EHCPs

 

Feedback from pupils:

 

‘The staff are lovely and so supportive’.

 

‘The Curriculum Hub Club is a great way to socialise with others and wind down from everyday dramas’.

 

‘The Curriculum Hub Club is good because it is relaxing and you can with your friends. It is peaceful and calming too’.

 

‘It is my escape’.

 

‘You can meet new people and make friends with them that you wouldn’t normally do out in the school’s lessons’.

 

‘It is a great opportunity to sit down and have a good time with peers’.

 

Who to Contact

SENCO & Assistant Headteacher:
Sally Morris
📧 s.morris@smithillsschool.net

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Assistant SENCo:

Rachael Moult

📧 r.moult@smithillsschool.net

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Assistant SENCo:

Jack Gardiner

📧  j.gardiner@smithillsschool.net

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If you have concerns, you are encouraged to speak first with your child’s form tutor or Head of Year, or contact the SENCO or Assistant SENCos directly.

 

Useful External Support

• Bolton SEND Local Offer: information about services and support available locally

• Bolton SEND Information, Advice and Support Service (SENDIASS)

• Health services, including Speech and Language Therapy, Occupational Therapy and CAMHS

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Policies