At our Academy we know that students may need different or additional support at specific times during their time in our school to be successful. Our school SENCO works closely with all teachers to identify needs early and assess which interventions or specialist support is required. We monitor progress following the ‘Assess, Plan, Do, Review’ model to ensure support is appropriately pitched, targeted and personalised.
We know that support must be holistic and focus upon the whole child. This means that alongside academic intervention and support, we also focus upon social and emotional skills (particularly emotional regulation), growth mindset and self-esteem, life skills (such as self-organisation and time management) and well-being (physical and mental). We aim to model reflective practice which is not simply reactive but pro-active to anticipate and plan for support ahead of challenges to come.
Whilst our curriculum has high aspirations for all pupils, teachers know to adapt resources and outcomes for the ability of individual students. As such, pupils with additional needs will receive the same high-quality teaching input from their class teacher, whilst perhaps working on different targets to their peers – for example the end result of a task may take a different form.
We aim to ensure that:
- Every child achieves their potential regardless of special learning needs.
- There are good links with parents as they play a vital role in supporting their child’s special need.
- That the views of the individual student are considered when determining provision on the nature of support to be offered.
- The Academy’s SEND has the time and resources needed to fulfil the demands of the role and the effectiveness of the department.
- That students are referred for statutory assessment in a timely and efficient way.
Practice and guidance
The SEND Policy at Ark Alexandra Academy is based on the principle of providing all pupils with the opportunities needed to fulfil their potential.
A student is defined as having Special Educational Needs & Disabilities (SEND) if they have a learning difficulty which requires special educational provision to be made for them. Students with SEND should have those needs addressed via a broad and balanced education.
We believe early identification, assessment and provision for any child who may have special educational needs is crucial. We adhere to the SEND Code of Practice, adapting a graduated approach. Most children’s learning needs are met through ‘differentiation’ of the curriculum which means teachers tailor their approaches to suit individual student’s different learning needs and styles.
The academy’s appointed Senior SENCO (Special Educational Needs Coordinator) is responsible for the day-to-day operation of the school’s SEND policy. They coordinate provision for students with SEND and liaise with parents, staff and external agencies. The deputy SENCO is responsible for the provision of students on the Helenswood campus.
The academy is guided by the SEND Code of Practice and the law within, together with the Teacher Training Agency’s document on National Standards.
For further information from East Sussex County Council about its Special Needs and Disability Local Offer please follow this link.
East Sussex has also commissioned ‘Amaze’ to provide independent advocacy and advice for families of children with SEND. They can be contacted via https://amazesussex.org.uk.