Special educational needs and disabilities (SEND)
At Hetton Academy we are committed to the equal inclusion of all students, in all areas of academy life. We recognise the diverse and individual needs of all of our students, from all cultures and backgrounds, and consider the additional support required by those children with Special Educational Needs and Disabilities (SEND).
We recognise that all students are entitled to a quality of provision which will enable them to achieve their potential: to be healthy; safe; enjoy and achieve; make a positive contribution and achieve economic well-being. Students are taught along with their peers in mainstream lessons. Staff are committed to understanding the nature of each individual’s needs and how these can best be met in and beyond the classroom. Making progress is an essential element of every lesson; therefore, quality assurance checks are in place to ensure this happens.
We believe in positive interaction; removing barriers to learning; raising expectations and levels of achievement, and working in partnership with other agencies in order to provide a positive educational experience for all SEND students.
A student has SEND if they have learning difficulties or disabilities that make it harder for them to learn, than most other students of the same age.
Should a parent or carer have a concern about the special provision made for their child they should in the first instance discuss this with the SENDCo.
SEND Coordinator:
- Mr L Clark (email: [email protected] – phone: 0191 562 3322)
Inclusion Coordinator:
- Mrs T Seldon (email: [email protected] – phone: 0191 562 3322)
Inclusion Administrator:
- Mrs L Walton (email: [email protected] – phone: 0191 562 3322)
The SEND Code of Practice can be found here:
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
What does the academy offer for a student with SEND?
Teachers at Hetton Academy are able to adapt their teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
To support Learning, Achievement and Attainment
Additional adults are used flexibly to help groups and individual students with a long-term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.
Students may have access to provision to support dyslexia /develop literacy / numeracy / dyspraxia in the form of:
– 1-1 and/or small group intervention during tutor time:
- Focused reading lessons, allowing opportunity for individual reading, 1:1 reading.
- Access to Sparx Maths,
- Access to laptops/ computer suits
Students may have access to provision to support difficulties associated with Autistic Spectrum Disorder (ASD) in the form of:
- Bridge Support (informal supervised quiet area with specialist staff)
- Time out Cards / quiet areas
- Supervised unstructured times of the day
Students may have access to provision to support difficulties associated with visual or hearing impairment in the form of:
- Access to monitoring through Visual Impaired or Hearing-Impaired Services
- Access to special arrangements for all examinations