Special Educational Needs and/or Disability (SEN/D)
At The Adeyfield Academy it is our belief that all students achieve their potential regardless of the barriers there may be to learning. We are passionate about the support we offer to SEN/D students and they lie at the heart of our school's philosophy
The Adeyfield Academy prides itself on being a fully inclusive school. We welcome students of varying abilities and backgrounds. The SEN/D coordinator and team work together with subject staff to provide these students with a high level of quality support.
Teachers have high expectations of all students, regardless of their current ability, and set challenging tasks for students. Lessons are differentiated and personalised so that every child achieves. Our wide range of curriculum choices enable staff to meet the needs of students with a range of learning differences. Each curriculum area is expected to provide a range of texts, materials, teaching strategies and learning activities that enable all students to fully participate in lessons.
Our SEN/D Coordinator has the responsibility for ensuring that the Code of Practice (July 2014) is implemented. A copy of our SEN/D Policy is available here, and all essential aspects of it are found on this website.
Students are identified as having Special Educational Needs when they require something ‘additional to or different from’ that provided by the usual, high quality, differentiated teaching. The school is quick to respond to concerns raised by subject staff, parents or students themselves, in order to ensure that progress is rapid and confidence is high. Staff make good use of data and assessment procedures, in order to ensure that all children with SEN/D are identified and supported appropriately. Staff then adopt the cycle of assessing, planning, doing and reviewing until interventions are found that prove successful in enabling progress.
The Adeyfield Academy has a dedicated faculty area which caters for students with Special Educational Needs who are accessing specialist interventions. Specialist interventions are designed to ‘close the gap’ between a student’s current attainment and the average attainment expected for a student of the same age. Rigorous monitoring of interventions takes place, to ensure that desired outcomes are being met. An Inclusion Unit helps students with emotional, social and mental health difficulties. They receive targeted support where the curriculum is adapted well to meet their individual needs.
“...[at Adeyfield] I feel supported. The teachers treat me like an individual, and this helps me to understand my work better.”
Year 7 SEN/D student, 2019
The Learning Support Department
|Special Educational Needs Co-ordinator (SENCO)||Ms Day|
|Higher Level Teaching Assistant||
|Higher Level Teaching Assistant||Ms Tippins|
|Teaching Assistant||Miss Lynn|
The role of the Teaching Assistant is varied. They may support identified students within the classroom, work with small groups of students, assist with the physical demands of the curriculum e.g. movement between and within classrooms as well as supporting extra-curricular learning and educational visits. They also play an important role as Key Worker for targeted students who we feel need more focused monitoring.
- Key worker for targeted students
- Target setting with all SEND students
- Student Profiles for all students - produced with the student to promote student voice
- 1:1 support for targeted students
- Home Learning club
- Breakfast Club 8 – 8.30am to provide support at the start of each day
- Lunchtime Spelling and Reading Clubs
- Rapid Progress classes as part of the curriculum (KS3 & 4)
- English and Maths interventions at Key Stage 3
Education Health Care Plans
If your son/daughter has an Educational Health Care Plan then appropriate provision will be put in place to ensure they are fully supported. If you are a prospective parent of a student with an EHCP then all admissions to schools must be through the SEN/D Team in your local authority.