SEND

We believe that every student has the right to access a full and rich curriculum. In line with the guidance in the SEND Code of Practice, we advocate the need to support our students and their parents/carers in order to facilitate their development and to help them achieve the best possible educational and other outcomes, preparing effectively for adulthood.

 

In order to secure expertise among teachers or other professionals to support our students with SEN or disabilities we are committed to providing professional development to secure expertise at different levels:

  • awareness - to give a basic awareness of a particular type of SEND, appropriate for all staff who will come into contact with a child or young person with that type of SEN

  • enhanced - how to adapt teaching and learning to meet a particular type of SEND, for early years practitioners, class and subject teachers and teaching assistants working directly with our students on a regular basis

  • specialist - in-depth training about a particular type of SEND, for staff who will be advising and supporting those with enhanced-level skills and knowledge

 

Each of our Academies is staffed by a SENCO and a team of dedicated and highly skilled Learning Support Assistants; we also have a Trust Lead for SEND who works closely with each Academy a to support a holistic and joined-up approach to ensuring the best possible support for each of our students with SEND.

 

We invest heavily in making sure that all of our students, regardless of their life journey, have access to the support they need and deserve so that their futures are as bright as possible.

Directory of Resources

Attention Deficit Hyperactivity Disorder

Comparing the cognitive profiles of dyslexia and specific language impairment and their roles in learning

Developing Language and Communication Skills through Effective Small Group Work

Developing vocabulary through talk

Differentiation

Educating children on the autism spectrum early years

Investigating the link between cognitive skills and learning in non-comorbid samples of ADHD and SLI

Language Acquisition

Language disorder

Personalised learning 

Play Based Interventions for Children and Adolescents with Autism Spectrum Disorders

Relationship between SLCN and SEMH

Scaffolded LSA support

SEND and inclusion

The Aphasia Therapy File

The Effective Teacher's Guide to Behavioural and Emotional Disorders

What works for children and young people with literacy difficulties

SEND

Effective LSA Support, Sarah Curtis, GLC