Special Educational Needs and Disability (SEND)

All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:

Achieve their best.
Become confident individuals living fulfilling lives.
Make a successful transition into adulthood, whether into employment, further or higher education or training.

SEND Learning Support at The Albion Academy

At The Albion Academy, we recognise that children and young people have a diverse range of needs, and this is recognised through a range of flexible, responsive and varied provision. This begins with the identification of any potential Special Educational Needs through comprehensive baseline testing that can be accessed via multiple pathways. Access to baselining includes, but is not limited to:

Parental concerns about a child’s progress/development
Lower than expected attainment
Slow or lack of progress in the curriculum
Concerns raised by members of staff
Persistent disruptive or withdrawn behaviours
Following other events that may lead to learning difficulties or wider mental health difficulties such as a bereavement or bullying.

A baseline report detailing the individual needs of the child is written based upon the standardised testing scores and a holistic view of the child undertaken by a member of the SEND team, in conjunction with information provided by families. A clear support offer is then planned by the Special Educational Needs department using the Assess, Plan, Do, Review cycle. We provide support for students who have a learning need relating to the four areas of SEND as reflected in the COP(2015). These are:

Cognition and learning
Communication and interaction
Sensory/ Physical
Social, emotional mental health

Our Special Educational Needs (SEN) provision follows a graduated approach to ensure that every child with SEN gets the support they need. This includes:

Access to quality first teaching that is supported by an Individual Learning Plan (ILP) to support all staff in differentiating support to suit the needs of the individual.
Internal withdrawal intervention programmes for a time limited period with pre and post assessment reporting.
Referrals to external agencies including, but not limited to, the Learning Support Service, Speech and Language Therapist, Neurodevelopment Pathway, CAMHS, Occupational Therapist, Educational Psychology Service.

Termly progress meetings are held with a member of the SEND department to review the effectiveness of the support and interventions and their impact on pupil’s progress. These meetings are held with the pupil and families and the views of all are considered when deciding on any changes to the support and outcomes of the provision. Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress, the school may consider requesting an Education, Health and Care Plan (EHCP). To inform its decision the local authority will expect to see evidence of the action taken by the school as part of SEN support.

Where a pupil has an EHC plan already in place, the local authority will also review that plan as a minimum every twelve months.

The SEND Team

We have a highly motivated team that work hard to ensure students with SEND students are supported academically and pastorally. If you wish to make contact with the SEND department, please use the email, contact@albionacademy.co.uk with the title ‘SEND Support’ or request a meeting with the following staff members: