This policy has been updated following changes to the law and statutory guidance
from September 2014 and to reflect the Special educational needs and disability code
of practice: 0-25 years (July 2014). It sets our vision and principles for children and
young people with SEND
It also sets out our expectations for all our academies and those regarding joint
working with parents, local authorities and our health and social care partners. These
expectations will ensure we are compliant with both the letter and spirit of the SEND
reforms and serve to improve outcomes for young people. Finally there is an outline of
our improvement model and the support we make available to all our academies.
Our vision for children and young people with special educational needs and disabilities
is the same as for all children in our academies. We aim to provide outstanding
education to all children and young people. We are fully inclusive in our provision in
terms of social background, ability, ethnicity, religion, gender, or sexuality. We strive to
ensure access for all to educational excellence in preparing young people for their
futures, seeking to continually improve levels of attainment and progress for all, and
secure the highest levels of achievement appropriate to the individual learner.
We shall ensure that all our academies have regard to the views, wishes and
feelings of the child or young person with SEND and the child’s parents or carers.
We shall work closely with and support the local authorities in which our academies
are located to assist them in fulfilling their obligations under Part 3 of the Children
and families Act 2014 and its associated guidance.
1 The abbreviations SEND and SEN are used interchangeably as in the Code of Practice. The D
refers to children and young people who have disabilities. They may or may not have special
educational needs. There are no clear guidelines regarding when to use one or the other. Our
policy is to use them consistently in line with DfE usage.AET SEND Policy 4 | P a g e
We shall ensure that each of our academies has procedures in place which allow
them to fulfill both their statutory duties and support the wider vision and ethos
contained in the SEND Code of Practice (July 2014).
All academies will operate within the law
Part 3 of the Children and Families Act 2014
The Special educational Needs and Disability Regulations 2014
The Special Educational Needs (Personal Budgets) Regulations 2014
The Equality Act 2010
All academies will follow the statutory guidance in full
Special educational needs and disability code of practice: 0 to 25 years (July 2014)
Transition to a new 0-25 special educational needs and disability system (August
4. The AET Model
We will operate a model in all our academies for improving outcomes for children and
young people with special educational needs and/or disabilities. The model is based on
Prioritising leadership of SEND
Offering accurate identification
Effectively tracking progress
Successfully impacting on progress through effective interventions
Improving provision through the development of partnerships
5. Definition of SEND
A child or young person has SEN if they have a learning difficulty or disability which
calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or
disability if he or she:
has a significantly greater difficulty in learning than the majority of others of the
same age, or
has a disability which prevents or hinders him or her from making use of facilities
of a kind generally provided for others of the same age in mainstream schools or
mainstream post- 16 institutions AET SEND Policy 5 | P a g e
For children aged two or more, special educational provision is educational or training
provision that is additional to or different from that made generally for other children or
young people of the same age by mainstream schools, maintained nursery schools,
mainstream post-16 institutions or by relevant early years providers. For a child under
two years of age, special educational provision means educational provision of any
6. Working Across Education, Health and Care
We will work jointly with education, health and care bodies and professionals to secure
effective outcomes for young people in our academies.
Each AET academy will cooperate with the relevant Local Authority in developing and
reviewing its Local Offer.
Each AET academy will make reasonable adjustments for disabled young people
(including the provision of auxiliary aids and services) and will make arrangements to
support those with medical conditions.
We shall work with our academies, local and national providers to secure the services
needed to improve outcomes for young people with SEND. These services could
include speech and language therapy, physiotherapy, occupational therapy, education
psychology, mental health services, other health and social care professionals.
7. Early Years and Nursery Provision
Our Early Years and Nursery providers will ensure that screening procedures are in
place to identify children with SEN to ensure early identification and to ensure that they
receive the support they need.
In our mainstream provisions children with SEN will be educated alongside children
who do not have SEN.
Our Early Years or Nursery providers will designate a qualified teacher to be
responsible for coordinating SEN provision (the SENCO) who will either be an
experienced SENCO or have or be working towards the prescribed qualification.
We shall inform parents when we are considering making special provision for a child
and shall then work in partnership with them to establish the support needed and
secure best outcomes, taking full account of their views and wishes.
We shall adopt a graduated approach with four stages of action: assess, plan, do and
review as set out in the SEND Code of Practice 5.36-5.46
Each Nursery provider shall prepare an annual report on the implementation of our
SEN policy including:
arrangements for the admission of disabled children
steps being taken to prevent disabled children from being treated less favourably
the accessibility plan and how it will be improved over time
8. Mainstream and Specialist Provisions
Academies will screen on entry by assessing a young person’s skills and attainment
and build on information from previous settings if available.
As part of the screening process academies will consider any evidence that the young
person may have a disability under the Equality Act 2010 and make reasonable
adjustments for them.
Academies will have measures in place to accurately identify young people with SEN
and will place such pupils on ‘SEN Support’ in consultation with their parents or carers.
Academies will do everything they can to meet the needs of young people with SEN
including delivering the education elements of an Education, Health and Care Plan.
In mainstream settings academies will ensure that young people with SEN engage in
the activities of the academy alongside those who do not have SEN unless a particular
provision agreed with the parents or carers and the young person is in place.
Academies will designate a qualified teacher to be responsible for coordinating the
SEN provision (the SENCO), who will have or be working towards attaining the
National Award in Special Educational Needs Coordination.AET SEND Policy 7 | P a g e
Academies will inform parents or carers when they are making special educational
provision for their child and shall then work in partnership with them to establish the
support needed and secure best outcomes, taking full account of their views and
Academies will prepare a SEN Information Report in accordance with paragraphs 6.79
onwards of the SEN Code of Practice and publish it on their website. The SEN
Information Report will set out details regarding the implementation of the AET SEND
Policy in the academy.
Academies will designate a member (or sub-committee) of the local delegated
governing body or management board to take oversight of the academy’s
arrangements for SEN and disability.
Academies will ensure that all staff accepts that SEN is their responsibility and in
particular that class and subject teachers take full responsibility for the progress of
children with SEN whom they teach.
Academies will ensure that the quality of teaching for pupils with SEN and the progress
made by those pupils are a core part of performance management arrangements.
Class and subject teachers, supported by the SENCO and Senior Leadership Team will
make regular assessments of the progress for all pupils and identify appropriate
actions, particularly for those making less than expected progress, given their age and
Academies will ensure that a Graduated Approach as set out in paragraphs 6.44-6.56
of the Code of Practice is in place for all young people on ‘SEN Support’.
For all young people receiving SEN Support academies will make arrangements for a
qualified teacher to meet the parents (or carers) at least three times a year to review
progress and discuss support.
After consultation with the parent and young person we shall request the relevant local
authority initiates an education, health and care needs assessment for any child or
young person for whom we believe this is necessary.AET SEND Policy 8 | P a g e
9. Supporting our Academies
We shall offer a SEND service to all our academies to advise and support them in the
implementation of the AET SEND Policy and in the improvement of outcomes for all
children and young people with SEND. The service offer will include:
SEND audits and reviews of provision
Support for identification and intervention
Staff training and conferences
SEND cluster meetings to inform and share best practice
Fostering of partnership working and the brokering of support services
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