Special educational needs and disability (SEND)

Most students at various stages in their learning require additional support, some more than others, and Kingsland Academy will adhere to the national code of practice for SEN to ensure that students’ individual needs are met.

We are committed to ensuring all students make exceptional progress, regardless of any learning barriers they may face and we do this by embedding high standards and expectations for every child and supporting students to achieve these.

How will we identify children with SEN?

The identification process is critical in ensuring both accurate and specific support is put in place. The various methods of effective and individualised identification of SEN include:

  • Vigorous tracking and monitoring of the progress of all students.
  • Pupil observations including diagnostic assessments.
  • Effective communication between the child, parents and other stakeholders.
  • Skilled teachers and support staff who are trained to identify students with SEN.

How will we support and ensure high achievement for children with SEN?

Support for each child will be personalised based on their individual needs and ability. Some examples of the way in which we will ensure high achievement for children with SEN include:

  • Having high standards and expectations for all.
  • Ensuring that high quality teaching is a relentless focus for every teacher.
  • Regular professional development for teachers and teaching assistants to support the achievement of children with SEN.
  • Highly skilled and effectively deployed teaching and assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant external agencies.

How will we evaluate the effectiveness of our provision for such students?

  • The SENCo and/or members of the SLT will hold regular Learning Walks and observations to review effectiveness of teaching for children with SEN. 
  • We will value the feedback and views from the child and their parents; this will be completed through 1:1 consultations as well as pupil and parent surveys.
  • Scrutiny of provision through internal and external audits as well as quality assurance reviews.

How will we assess and review the progress of children with SEN?

  • Vigorous tracking and monitoring of their progress.
  • Pupil progress meetings will be held at subject and at a senior level to review pupil progress.
  • The SENCo will produce a termly and annual summary report with regards to progress for children with SEN.
  • Subject review meetings will be held termly which address the progress of children with SEN across the curriculum.

What will be our approach to teaching children with SEN?

  • Every teacher is a teacher of SEN.
  • High standards and expectations for all children, including those with SEN.
  • High quality teaching in the classroom is always the core focus. Effective differentiation to meet the individual needs of children with SEN and ensure appropriate challenge and support.
  • When additional support and intervention is required, it is evidence-based and has high levels of impact.

How will we adapt the curriculum and learning environment for students with SEN?

  • We will provide alternative curriculum pathways that suit students' abilities and aspirations.
  • We will ensure a greater focus on improving reading, writing, communication and mathematics.
  • There will be specific support for transition from Key Stage 2 and to Key Stage 5.
  • When required, learning will be supported by Teaching Assistants in the classroom.
  • Targeted children will receive additional intervention as part of a Support for Learning literacy and numeracy programme.
  • Our curriculum will have innovative pathways to meet complex needs in both key stages.

What additional support for learning will be available to children with SEN?

  • Evidence-based intervention for numeracy, literacy and social communication.
  • The RAISE intervention (for children with multiple and/or profound learning difficulties)
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Support from external agencies. Emotional, behavioural and social support from the Learning Mentor Team.

What activities will be available for children with SEN?

  • A comprehensive extra-curricular programme with various educational clubs on offer to support learning and social skills.
  • Targeted clubs, including leadership activities.
  • Homework clubs.

What support will be available for improving the emotional and social development of children with SEN?

  • Targeted intervention groups focusing on social communication.
  • The Learning Mentor Team will work with children 1:1 and in groups to develop social and emotional skills.
  • Regular home school liaison.
  • Key workers will be identified for children who need access to 1:1 emotional support throughout the day.

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Get in touch

Kingsland Academy, 
The Chiltern Learning Trust, 
c/o Denbigh High School,
Alexandra Avenue, 
Luton, Bedfordshire, LU3 1HE

Email: kingslandacademy@chilternlearningtrust.org
Phone: 01582 736611

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