October 1, 2020


What are Special Educational Needs and Disabilities (SEND)?

“High educational standards and well-being go hand in hand. Pupils can’t learn and thrive if they don’t feel safe, or if health problems are allowed to create barriers, doing well in education is the most effective route out of poverty and disaffection. Early intervention is the most effective way to deal with difficulties before they escalate.” Every Child Matters

At Dartford Science and Technology College, as in other schools, there are students for whom the usual timetable of lessons and activities may not be entirely appropriate or may need adapting.

This may be for many different reasons.  For example:   emotional, medical or physical difficulties such as hearing or visual impairment or temporary lack of mobility resulting in a student being on crutches or confined to a wheelchair.

Other problems might occur from a child having missed a lot of school through illness, or from the need to learn more slowly than most. It may be that short term intervention is required following bereavement or another personal crisis. Students who experience difficulties receive the most appropriate intervention to meet their individual needs as soon as possible.

New admissions from other schools may need short term support to catch up on certain areas of the curriculum and new arrivals from other countries may find themselves needing extra language support.


Close monitoring of progress is undertaken with the responsibilities for learning placed mainly with the student.  Parents are involved in many different ways to ensure that they are kept up to date with the interventions in place and how best to support their daughter. As progress is made, additional help and interventions in school may be reduced or withdrawn.

Once a specific area of learning has been assessed as requiring additional support interventions are planned for the individual student.  The student then receives a program of structured interventions.  At the end of the program the impact of these structured interventions is reviewed.  As a result of this review the student may no longer require any intervention or, alternatively, they may require an alternative program of interventions to enable them to make further progress.


All Year 7 students are initially tested for their reading age and those students who are identified as having a reading age significantly below their actual age receive additional support either in class or as a structured intervention.  Throughout the school students with reading ages below a certain level are regularly tested to ensure that progress is being made as a result of additional support or structured interventions.

To download the SEND policy, please click the link below. SEND policy To view the SEND support and advice (local offer) page, please click the link below. SEND Support and Advice