Special Educational Needs & Disabilities
Students with Special Educational Needs or Disabilities (SEND) enjoy the full curriculum, which is
appropriately differentiated at subject level, as required for each student. The school’s
overall approach is to ensure that every student is competent and confident in the core skills of
literacy, numeracy, critical thinking and ICT. Our aim is therefore that every student
should be accredited in core subjects by age 16 or earlier.
The responsibility for the achievement and performance of all students, particularly students with
SEND, lies with the class teacher. However, the Special Educational Needs Coordinator (Dionne
Burton) plays a crucial role in providing effective leadership in this highly important area.
In particular, the school supports students with SEND in the following ways:
- Every member of staff is trained in SEND issues and will know how to draw on specialist
- Every student is entitled to equal access to the curriculum – we see this as a crucial
aspect of the inclusive ethos of the school. Where reduction of the curriculum options is
necessary for a few students according to their identified needs, this will be in consultation
with parents and relevant professionals supporting the student.
- The school prioritises early identification of need and allocation of resources for students,
drawing fully upon the experience, skills and knowledge of students’ primary school
- The school ensures that inclusive practice is of the highest calibre right across the school,
and embedded in all school policy. The school seeks to remove barriers to learning
at all times.
- The school’s SEND policy will be developed with reference to all relevant legislation,
codes of practice and subsequent guidance.
- In-depth, regular evaluation of progress for each student with SEND occurs and is supported
where necessary by small group of individual work with expert practitioners.
- Annual reviews of progress for all students with SEND is fully integrated into whole-school
reviews and target-setting.
- High quality decision-making about relevant ongoing support for each student with SEND is backed
by research monitoring the progress of small groups of students representing a wide range of