The policy is written in line with the 2014 Children’s and Families Act 2014, the Special Educational Needs and Disability (SEND) Code of Practice and the Equalities Act 2010.
It sets out our vision and principles for children and young people with SEND and expectations for all our academies across the Trust.
The core purpose of the CLF is at the HEART of all we do. Our vision is simple: we believe that by working together rather than in isolation we can accelerate school improvement and embed excellence in our academies. In doing so, together we can create more opportunities for the lifelong success for our students as they become young adults.
Our policy prioritises inclusion, ensuring every child’s unique needs are met for success. We champion inclusivity, resilience, and the success of every child across all our academies. We create inclusive environments where every child, regardless of ability, disability, race, or background, feels valued and supported.
Our academy provides a broad, balanced, and accessible academic and social curriculum for all students. We believe in equity for everyone in our communities, fostering a positive learning culture where diversity is respected, and students feel safe and empowered to succeed.
In our commitment to every child and young person’s success, we recognise that some may need extra support. Children may have SEND either throughout, or at any time during their school career. Our policy adopts a child-centred approach, ensuring that plans and assessments are tailored to meet the individual needs of children and young persons with SEND.
This policy links to the following CLF policies:
This policy links to the following Academy policies:
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice (2015) and the following legislation:
The Trust will:
The SEND Link Academy Councillor is Mr Ben England. He will:
The Principal is Mr Gareth Nation. He will:
The SENDCo is Mrs Rachelle Billington. She will:
Each class teacher is responsible for:
The Academy uses and stores data related to student’s SEND needs. All data use is in line with CLF Data Protection Policy.
A student has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of school age or young person has a learning difficulty or disability if they have:
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age.
The SEND Code of Practice 2014 outlines four broad areas of Special Educational Need:
It is recognised that a child or young person may have interrelated and complex needs.
There is a clear distinction between ‘underachievement,’ often caused by a poor early experience of learning, and ‘special educational needs’. Some learners may be underachieving but will not necessarily have a special educational need; it is our responsibility to identify this quickly and ensure that appropriate support is put in place to help these learners ‘catch up.’
As described in the Equality Act 2010, a child or young person has a disability if they have a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out typical day to-day activities.
This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes, epilepsy or cancer.
The Equality Act requires early years’ providers, schools, colleges, other educational settings, and local authorities to:
Children and young people must not be regarded as having a learning difficulty solely because the language of their home is different from the language in which they will be taught.
The term “EAL” is used to describe a diverse and heterogeneous group of learners who speak English as an Additional Language. In England, such learners are defined as those who have been ‘exposed to a language at home that is known or believed to be other than English’ (Department for Education, 2019). The child or young person may speak some English but has been brought up using a language other than English during early development and continues to be exposed to this language in the home and /or in the community.
Language is central to our identity, so we recognize and value the home languages of all students and staff. Children and young people who are new to English or developing it as an additional language will receive appropriate support and exam access arrangements within the first three years. They are entitled to the full curriculum. When identifying SEND needs, it is important to distinguish between language acquisition difficulties and actual learning disabilities. Early identification and a holistic understanding of each child or young person are crucial.
The benefits of early identification are widely recognised; identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person.
SENDCo and class teachers takes a proactive approach in identifying and responding to SEND.
The skills and attainment levels of all learners are assessed on entry, and identification is made drawing on information from parent/carers, previous settings and the prior key stage.
Teachers and other practitioners, assess the progress of all students and identify those whose progress:
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a student is recorded as having SEND.
SEND may be identified early for some pupils, while for others, difficulties emerge over time.
Upon identification, barriers to learning are addressed and effective support is implemented.
The SENDCo is committed to providing comprehensive support for learners with SEND, based on a graduated approach as outlined in the SEND Code of Practice (2015). This is guided by the Assess, Plan, Do, Review process, “a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the learner’s needs and of what supports the learner in making good progress and securing good outcomes”.
Our commitment to inclusive education begins with universal provision, which ensures that high-quality teaching is accessible to all learners. Through the Assess, Plan, Do, Review process, we identify areas where adaptations are needed to accommodate different needs. This approach not only benefits learners with SEND but enriches the educational experience for all students.
For learners who require additional support beyond universal provision, our SEN Support system provides targeted interventions tailored to their specific needs. Collaborating with teachers, practitioners, and the Special Educational Needs Coordinator (SENDCo), we assess the individual requirements of each learner and implement appropriate strategies to facilitate their progress. This process is continually reviewed to ensure effectiveness and make necessary adjustments.
For some learners they may require more specialised support due to complex needs, including those with Education, Health and Care Plans (EHCPs). These learners will receive specific provisions tailored to their needs and that which is outlined in their EHCPs. This may include access to additional resources, specialist equipment, or personalised interventions designed to address their individual requirements effectively, including specialist or alternative provision.
This policy and information report will be reviewed annually by the Trust SEND Lead. It will also be updated if any changes to the information are made during the year. It will be approved by the Academy Council.
