We promote a ‘whole school approach’ to teaching and learning which involves staff adopting a model of high quality inclusive practice. This aims to:
- provide a broad and balanced curriculum, offering children a range of experiences which are relevant to their present and future interests and needs
- maximise each child’s opportunities to experience success and achievement and to develop a positive self-image
- remove barriers to learning by understanding the needs of all pupils
As an inclusive school, children with every type of need, including all categories of SEND such as cognition and learning difficulties, speech language and communication difficulties, social, emotional and mental health difficulties and sensory and physical difficulties, are supported and we endeavour to ensure that every child in our school makes good progress and is well prepared for adulthood. The school liaises with external agencies such as WISENDSS and Educational Psychologists to ensure the best provision is in place for the children.
All children are different, so we spend time identifying the individual needs of all children, whether they have a special educational need or not, before they enter the academy and throughout their school life.
Sometimes, we are informed about their needs by parents; sometimes by external agencies already working with them; sometimes needs are identified as we get to know the child and realise that they are not making the expected level of progress, often because they cannot access the curriculum in the same way as other children their age can. Class teachers will plan work and interventions accordingly so that the child is making progress and is accessing a curriculum that is right for them.
The academy takes its responsibility around equality and inclusion seriously, each child is treated as an individual and valued for their uniqueness – for those with specific additional needs or disabilities we work hard to ensure their admission to the academy is seamless.
When admitting children with disabilities an assessment of need and risk assessment will be completed to ensure provision meets the child’s needs and to identify any further adjustments that may be needed.
Children with SEND have interventions and differentiation in the teaching to work towards agreed outcomes. These outcomes are decided by the class teacher with parental involvement and are evaluated each term. These outcomes are documented on a Phase 2, a My Support Plan or an Education, Health and Care Plan.
To ensure a smooth transition in school for SEND children, when moving classes in school:
- Information will be passed on to the new class teacher in advance during a planning meeting between the new teacher and previous one. In addition, the SENDCo will be available to answer any specific queries or provide updates for the new teacher.
- Children will also visit their new classrooms and spend some time getting to know the class teacher and teaching assistant. Additional visits can also be arranged for specific children who show anxiety about change and a Transition Book made to help support them.