Special Educational Needs (SEN)

In Salerno, we are committed to creating an inclusive, welcoming culture where every young person is valued and supported to reach their full potential.

(SEN)

We ensure that students with special educational needs can learn alongside their peers and meaningfully participate in all aspects of school life.

We guide our provision using the Department's Continuum of Support framework, which recognises that needs emerge over time and exist along a spectrum from mild to significant, and transient to enduring.

Our support model operates on the principle that students with the greatest level of need have access to the greatest level of support.

  • Whole School & Subject Classroom Support (All): Universal, preventative, and proactive approaches led by subject teachers in daily lessons.

  • School Support (Some): Targeted, short-term support for small groups or individuals with similar, emerging, or persistent needs.

  • School Support Plus (Few): Intensive, highly individualised support for students with complex, enduring, or significant needs.

Not all students require withdrawal from the classroom. We prioritise inclusive in-class supports, such as team teaching and differentiated learning. Where withdrawal does happen, it is for short-sharp bursts of intervention or focused small-group work using evidence-based interventions tailored to the student's needs.

The Problem-Solving Process & Student Support Files

To ensure that support is effective, we follow a four-step problem-solving process, as outlined in the guidelines.

  • Information Gathering & Evidence of Need: When concerns arise, we gather documentary evidence of need through classroom observations, screening measures, past primary school records (Education Passports), and formal/informal assessments.

  • Setting Goals and Targets: If a student requires targeted support (School Support-Some or School Support Plus-Few), a Student Support File is opened. Together with parents, teachers, and the student, we create a Student Support Plan setting specific, measurable, achievable, realistic, and time-bound (SMART) targets.

  • Evidence-Based Interventions: We implement evidence-based interventions designed to address prioritised learning, social, emotional, or sensory needs.

  • Reviewing Progress: Targets and supports are regularly reviewed to evaluate response to intervention. Supports are adjusted as a student’s needs change over time.

Parents/Guardians can contact their daughter’s year head or the SEN Coordinator if they have any concerns regarding their daughter’s progress.

Useful links:

Guidelines for Post-Primary Schools Supporting Young People with Special Educational Needs in Mainstream Classes