Learning Support at Calday is provided for students with additional educational, medical and emotional needs so that they can take a full part in school life and fulfil their potential as successful, independent learners. Many aspects of a student’s school life, whilst not fitting the definition of Special Educational Needs, clearly constitute individual needs from that particular student’s point of view.

A given set of circumstances may mean that a student needs additional emotional, academic, medical, social or behavioural support to deal with specific problems over a period of time. We aim to provide that support.

Student Support

The Special Educational Needs Coordinator (SENCO) offers guidance an expertise to students and their parents/carers who have individual or health care needs.

The Assistant SENCO provides one to one support for students with individual needs. She is a dyslexia specialist teacher, Irlen’s assessor and tests for examination access arrangements.

The Learning Mentor and Wellbeing Coordinator offers one-to-one and small group mentoring sessions including; groups for younger learners supporting their transition from primary school, low level interventions in anxiety and low mood to small groups from all years, and Youth Connect 5 for parents/carers to help their children to develop emotional wellbeing and resilience.

The School Counsellor is available for self-referral from students, from staff or from parents/carers. The Counsellor works in confidence with any student who needs emotional support and often this work will enable access to other support as part of an on-going process. Confidentiality does not apply if there is a safeguarding issue.

The Family Liaison Officer (FLO) provides support for both students and their parents, signposting to appropriate organisations and can offer off site/home visits if needed.

Learning Support Assistants provide support for specific students who require one to one or small group support respectively.

Student Services

  • HSIS contraception support (sixth form)
  • 1:1 student support – both in and out of lessons
  • Study/Revision support sessions for students in Year 11
  • Reading group support
  • Reading Comprehension Group for Year 7 students
  • Spelling Group for Year 7 students
  • ‘Units of Sound’ a reading recovery programme for students in Years 8, 9 and10
  • Games Club every lunchtime for Year 7 and 8 students.
  • Homework Club in G15 for Yr 7 students
  • Peer Mentoring scheme – Mentors in Violence, CAMHS Youth Student
  • Ambassadors amongst others
  • Knowledge Exchange Guild for neurodivergent students, staff and others to share their interests weekly
  • Bereavement support group
  • ‘Autism and Wellbeing in Schools’ pilot programme helping schools to support the mental health and wellbeing of autistic students.

Wirral Local Offer

As part of the Government Green paper (Support and Aspiration). The government has outlined a new approach to Special Educational Needs and Disability (SEND). As part of this initiative the government requires all local authorities in England to set out a Local Offer.

The purpose of the Local Offer is to enable parents/carers and young people to see more clearly what services are available to them in their area and how to access them.

The purpose of the Local Offer is to enable parents and young people to see more clearly what services are available to them in their area and how to access them.

School Offer

The range of services, support and expertise that a school can offer students with special educational needs and disabilities is called ‘The School Offer’.

Whilst students who attend Calday Grange Grammar School have achieved the required standard for a grammar school education and our curriculum matches the needs of all our students, we also support students with a range of individual needs in a variety of ways.

Below is a list of what the school has to offer young people with special educational needs and disabilities. Please contact Mrs Vicki Storey, Assistant Headteacher and SENCO if you require further information.

  • Assistant SENCO
  • Wellbeing Coordinator
  • Family Liaison Officer
  • Learning Support Assistants
  • Learning Mentors
  • Testing for exam access arrangements
  • ‘Units of Sound’, reading/spelling recovery programme
  • Dyslexia specialist teacher support
  • Irlen’s Assessment
  • One to one support
  • Reading and spelling support groups
  • Supervised lunchtime games club for vulnerable students
  • Peer Mentoring
  • School Counsellor
  • HSIS youth worker support (Wednesdays)
  • Contraception drop in (sixth form)
  • External counselling specialist services
  • Mental Health/well-being support
  • First Aid training
  • Anger management support
  • Youth Connect 5 parenting courses
  • One to one anger management support with Barnados
  • Drugs Education with Barnardos
  • Alcohol Awareness support
  • Tailored careers support SEND students
  • Personal Development Fair
  • Brook Sexual Health
  • Enhanced Transition
  • Suicide prevention/bereavement support
  • Rainbow Flag accreditation
  • LGBTQ+ support group
  • White Ribbon Accreditation pending
  • CEOP (Child Exploitation and Online Protection) Ambassador

At Calday Grange Grammar School we also work with the following outside agencies

  • School Nurse Service
  • Education Psychology Service
  • Medical and Physical Impairment Team
  • Vision and Hearing Support Service
  • Paediatrician
  • Occupational Therapists
  • Physiotherapists
  • Locality Attendance Team
  • Social Services
  • Local Authority EHC Team
  • Autism Together
  • Wired/Parent Partnership
  • Child and Family Support Service
  • Minority Ethnic Achievement Service (MEAS)
  • Special Educational Needs Assessment Advice Team (SENAAT)
  • Local Community Police Officers
  • Local Authority Safeguarding Unit – Integrated Front Door
  • Child Exploitation and Online Protection Agency (CEOP)
  • Barnados Drugs Education
  • Barnados Anger Management
  • ASC Specialist Teachers
  • ADHD Foundation (MAD)

SEND Conditions

Parents/carers often ask us about different conditions, how they can support their child and how we help them at school. The information sheets below describe a range of conditions.  If a parent is concerned that their child may have one of the conditions mentioned they should contact the SENCO Mrs V Storey.

Q and A 

1. How does Calday Grange Grammar School know if children need extra help and what should I do if I think my child may have special educational needs?
Observations of staff, parents/carers and academic/behavioural data.

2. How will Calday Grange Grammar School staff support my child?
Students with a diagnosed condition will receive an SSP (Student Support Plan)

3. How will the curriculum be matched to my child’s needs?
An adapted curriculum and staff training will be put in place to ensure that curriculum meets the needs of all learners.

4. How will I know how my child is doing and how will you help me to support my child’s learning?
Regular feedback and the parent/carer can make appointments with the Learning Support Team.

5. What support will there be for my child’s overall well-­‐being?
Personal Development (PD) Curriculum, termly assemblies ELSA (Emotional Learning Support Asst), Learning Mentor/ Wellbeing Coordinator, Family Liaison officer (FLO).

6. What specialist services and expertise are available at or accessed by the school?
See Local offer

7. What training are the staff supporting children and young people with SEND had or are having?
Range of training as a carousel by external providers and internal. Most recently dyslexia, Irlen’s and behaviour management. ADHD, ASC and Autism in Autumn Term

8. How will my child be included in activities outside the classroom including school trips?
If needed additional staff will support.

9. How accessible is the school environment?

A lift is available and ramps where possible.

10. How will the school prepare and support my child when joining (name) or transferring to a new school?
Enhanced transition if needed. Staff visit, induction day in July, enhanced induction in September.

11. How are school resources allocated and matched to children’s special educational needs?
On an ad hoc basis in discussion with parents

12. How is the decision made about how much support my child will receive?
This is dependent on need and whether the young person has additional funding (ADHD, ASC, Dyslexia, SEMH)

13. How will I be involved in discussions about and planning for my child’s education?
Review meetings, parent and teacher meetings and ad hoc meetings as required.

14. Who can I contact for further information or if I have any issues or concerns?
Vicki Storey, Asst Headteacher/SENCO

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