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Special Needs and Disabilities and Acessibility Plan

Special Educational Needs and Disabilities (SEND)


All children are unique and learn at different rates and some children may need extra support in the classroom. There are many reasons why children may need extra help. Sometimes it will be for a short period. Sometimes it will be for the longer term.


Where children have difficulty in learning and need additional or different support to that which is ordinarily available to children of similar age, they may have special education needs.

Our school typically has an above average proportion of pupils with high and complex Special Educational Needs or a Disability (SEND). This reflects our nurturing environment and strong reputation for inclusion. Support is given in the class setting, specific targeted intervention programmes and through our specialist Montessori learning environment.


If we believe a child has SEND, we will discuss the child's parents and set up a plan. This plan called a One Plan. The One Plan will outline the child's needs, what we are trying to achieve in terms of educational outcomes and the support that will put in place to help the child achieve these outcomes.


It is important to us that all children feel a sense of connection and belonging. This means children with special needs are supported in the classroom wherever possible. Many children with SEND learn alongside their peers through careful adjustments from a skilful, responsive teachers and Learning Support Assistants. 


Sometimes a child may need a specific intervention or programme of support that is different from the other children in the class. The class teacher is responsible for planning special needs activities (provision) but may ask other adults in the school to help deliver this extra help.


Our approach to inclusion recognises that children with SEND may occasionally need a curriculum and a learning environment that is suited to their needs rather than expect them to fit into a curriculum and approach designed for the mainstream population.


We have adopted this approach because we recognise that not all children learn and progress at the same rate or in the same way. We also recognise that some aspects of the curriculum may not be equally important for all children at a particular time in their schooling. For example, children who are working well below the standards outlined in the national curriculum may require a curriculum built around the engagement model.


Likewise, children with complex life-long learning needs may benefit from a curriculum that has a particular emphasis on practical life skills and developing independence. This approach enables the school to include pupils who might normally attend a special school setting.


Regardless of the approach most suited to each individual child, all children including those with SEND are entitled to and are assessed against the school's inclusive curricular aims.


These are :



  • be a principled member of society, contributing positively to the world in which they live having acquired empowering personal character qualities including respect, spiritual awareness, empathy, compassion, belonging, connection, hope and aspiration.


  • be resourceful, self-motivated, inquisitive, analytical, evaluative, flexible, reflective, creative, empathetic, resilient, adaptable and confident independent learner.


  • be literate, numerate and acquire the knowledge, knowhow and cultural capital they need to function and thrive in a dynamic and evolving world.


Each child with SEND will have an end of year report outlining the progress they have made against the school's curricular aims as well as their individual learning goals or outcomes outlined in their One Plan.


Outcomes for children with SEND are designed to be ambitious but realistic with the overall aim helping the child with the knowledge they need to develop conceptual understanding and skills to lead a happy and independent life. This may include outcomes that promote good health, well-being, practical life skills and metacognition (learning to think and process) as well acquiring the key knowledge they need to read, write and develop number sense.


This approach is consistent with the SEND Code of Practice (2015) which refers to setting outcomes that matter to the individual child rather than solely focusing on progress towards against national expectations and academic performance. 


We have taken the principles that underpin both the national curriculum inclusion statement and a new theory of inclusive special education (G. Hornby, 2015) and devised our own bespoke inclusion statement.


This approach to inclusion recognises that inclusive education and special education are based on different philosophies and are regarded as diametrically opposed. Our approach  is a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education.



Stisted Academy's Inclusion Statement



Every child regardless of their background, personal circumstances or ability should be  feel a sense of belonging and connection to their class and school community so that they can learn and take part in all aspects of school life in a meaningful way.   Children are supported to learn effectively in the right environment for their particular needs through a whole school willingness to think creatively to help children overcome any difficulties or challenges they face in a kind, compassionate and aspirational way.


                                                                    Stisted Primary Academy’s Inclusion Statement



To help children get the right teaching, at the right level, at the right time, the following principles underpin our inclusion statement. 


These principles are:


•   Setting suitable small step learning challenges for individual or groups of children.


 •  Respecting, recognising and responding to pupils' diverse learning needs through the

     values of compassion, kindness, connection, belonging, hope and aspiration.



 •  Identifying and overcoming potential barriers by modifying tasks, materials, providing               additional or different resources and making reasonable adjustments so that  children can

     learn alongside their peers where possible.


Special Education Needs provision is coordinated by our Special Educational Needs and Disabilities Coordinator (SENDCo).  The SENDCo  monitors the quality of provision across the school which is delivered by teachers and teaching assistants.


Our enhanced provision Montessori learning environment caters particularly well for children with specific or additional needs. It is a calm purposeful environment where the children are involved in small group or individual activities with specialist learning equipment designed to develop children’s concentration, co-ordination, independence, conceptual understanding and ability to perform increasingly complex tasks.


Further details about our Special Needs provision can be found in our Special Educational Needs Information Report which is updated annually.



The school's Special Educational Needs Coordinator is Mr Martin Hawrylak.



Special Educational Needs Policy and Information Report 2023-24

An example of a child's support plan

Our Accessibility Plan has been incorporated into our Equality Scheme Objectives