Medical Needs

We strive to overcome barriers to learning for pupils with medical needs through a proactive, personalised, and collaborative whole-school approach that ensures the pupil’s health, safety and access to education are maintained.

Personalised Plan

The foundation of support is a detailed, agreed-upon document that guides all actions.

  • Individual Healthcare Plan (IHP): For pupils with long-term or complex medical needs, a bespoke IHP is developed in close consultation with the parents/carers, the pupil (where appropriate), and relevant healthcare professionals (school, nurse, GP, consultant).

  • The IHP outlines the pupil's condition, the specific symptoms to look out for, the required daily support (medication administration, blood sugar checks), emergency procedures and how the condition affects their learning and participation.

Risk Assessments: Detailed risk assessments are carried out for the school environment, lessons (especially PE and practical subjects), and all school-related activities (trips, residential visits) to identify necessary adjustments and ensure the pupil's safety is not compromised.

Medical Management & Training

A key barrier is the safe and competent management of the condition within the school setting.

  • Staff Training and Competency: Relevant staff members receive suitable training from a healthcare professional (School Nurse or a specialist team). This training ensures they are competent to deliver the support outlined in the IHP, including administering specific medications (using an EpiPen etc.).

  • Medicine Management: Clear protocols are in place for the safe storage and administration of medicines. Emergency medication (like inhalers and adrenaline pens) is kept immediately accessible to the child and staff, not locked away.

Self-Management: Pupils who are deemed competent and responsible are encouraged to manage their own medication (carrying an inhaler or checking blood sugar), with an agreed level of supervision, promoting independence and self-care.

Academic Flexibility and Continuity

Medical conditions often lead to fatigue, pain and planned or unplanned absences, creating a significant barrier to academic progress.

  • Flexible Attendance and Timetables: For long-term or complex conditions, the school may, in consultation with health professionals, implement a reduced timetable to manage fatigue, with a clear plan for increasing attendance back to full-time when appropriate.

  • Continuity of Education:

    • Home/Hospital Provision: Where a pupil is expected to be absent for a prolonged period the school works with the family to prevent significant gaps in learning.

    • Technology: The use of technology can be used to allow pupils to access lessons and interact with peers while absent.

    • Flexible Deadlines: Teachers make reasonable adjustments to deadlines, workloads and assessment to account for energy levels, hospital appointments or medication side effects.

  • Curriculum Adaptation: Teaching staff adapt the pace and presentation of the curriculum, focusing on core concepts and providing materials in advance to help pupils catch up.

 

Social, Emotional, and Mental Health (SEMH) Support

The non-academic barriers, such as isolation, anxiety and impact on self-esteem, are often just as significant as the academic ones.

  • Pastoral Care: A key staff member (Wellbeing Officer, Class teacher, Phase Leader, SENDCo) acts as the central point of contact for the pupil, parents and other staff, ensuring consistent check-ins and emotional support.

  • Peer Awareness: Where appropriate and with the permission of the pupil and parents, classmates may be given sensitive and age-appropriate information to foster understanding, reduce stigma and prevent social isolation or bullying.

  • Full Inclusion: Every effort is made to ensure the pupil is fully included in all non-academic activities, adapting the activity instead of excluding the child.