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Special Educational Needs and Inclusion

In dealing with the learning difficulties and disabilities of students within the academy, the guiding principle used is the ‘graduated approach’ recommended by the SEN Code of Practice (2001). Students are included within mainstream teaching wherever possible; lessons are differentiated and classroom assistants are available to help in core subjects.

The Academy assesses the needs of its students through a variety of group screening tests. On the basis of that testing and on other information, students may be placed at the School Action or School Action Plus stage. All students who are included in the Academy’s Special Needs and Disability Register have an Individual Education Plan which includes suggestions for teaching and learning. All plans are discussed and agreed with parents who are closely involved in their child’s progress.

Strategies include differentiated learning within the classroom, ‘catch up’ sessions in small groups or intensive one-to-one lessons during English and Mathematics lessons. Pupils at School Action Plus may have additional help from outside agencies. The Director of Learning Support liaises with specialist agencies, such as the teams of professionals employed by the local authority.

A small number of children may need extra support in the transition to secondary school to cope with the demands of a large campus and changing teachers/subjects. To meet the needs of this group, there is a small ‘transition’ group, not based upon academic ability. Students in this group are taught using a differentiated curriculum and they receive extra support. As soon as appropriate, students are moved out of the transition group into the other teaching bands.

Any student with a Statement of Special Educational Needs receives the resources and provision specified in their Statement.

Governor with responsibility for SEN and Learning Support: Mrs Jenny Andrews

The Academy’s Special Educational Needs and Inclusion Policy