All students with special educational needs, whether physical, intellectual, social or emotional, and should, wherever possible, be fully integrated into the academy and have access to appropriate educational provision to allow them to experience a broad and balanced curriculum.
All students with SEND are taught a full range of subjects by teachers with training and experience of adapting lessons to make them accessible, but appropriately challenging, for all students. Students have access to all aspects of the curriculum unless otherwise stated in a published EHC plan.
The quality of provision for students with SEND is regularly monitored and reviewed as part of our quality assurance processes. We provide regular training throughout the year to support teachers and teaching assistants in addressing specific SEND needs ensuring that students receive ‘quality first teaching’.
Teaching Assistants provide additional support in the classroom to help students access the curriculum. Special Access Arrangements are put in place for examinations when needed. Targeted students also access additional learning opportunities, our aim is to encourage and prepare all students to become independent learners.
Aims of SEND:
- To ensure that all students have access to a broad and balanced curriculum appropriate to the individual’s needs and ability.
- To provide an environment that encourages learning and promotes student confidence.
- To ensure the identification of all students requiring SEND provision as early as possible in their academy career.
- To ensure students identified as having SEND are fully supported to make good progress.
- To ensure that students with SEND are able to take as full as possible in all academy activities and are involved, where practicable, in decisions affecting their future SEND provision.
- To ensure that parents of students with SEND are kept fully informed of their child’s progress and attainment.
At Manshead CE Academy we evaluate the effectiveness of the provision made for students with SEND in the following ways:
- Role of the SENCO in Assess/Plan/Do/Review (APDR)
- Arrangements for monitoring individual progress
- Review meetings
- Responses to concerns re: progress
- Regular assessment arrangements – Reading Age Tests, etc.
- Provision Maps
- Confirmation assessments for access arrangements
- Recording all interventions and outcomes
- Monitoring impact of specialist intervention programmes
- Monitoring staff deployment
- Comparison with national data
Our SEND policy is published in the Policies section of this website.
SEND Parent & Young Person Partnership Service
Below are PDF copies of current advice and information leaflets published by the Partnership Service.
There is also more information on the Partnership Service website at: