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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 for a period of time. There are many reasons why children may need extra help. Sometimes its 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 traditionally has an above average proportion of pupils with high and complex Special Educational Needs which reflects our strong reputation for our SEND provision and inclusion. Support is given within the class setting, specific intervention programmes. We also make use o our additional specialist Montessori Resource Base.


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 be in place to help the child achieve those outcomes.


Firstly, it is important we support children with SEND in the classroom.  We have adopted the principles within the national curriculum inclusion statement into our day to day teaching.


The national curriculum inclusion statement sets out three principles that are essential for  implementing an inclusive curriculum. These principles are:


• setting suitable learning challenges for different groups of children and in some cases

   individual children.

 • responding to pupils' diverse learning needs and using teaching approaches that work well

    and suit the way particular children learn.

 • overcoming potential barriers to learning and assessment by modifying tasks, materials,

    providing additional or different resources and making reasonable adjustments.


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


Our approach to inclusion also incorporates Gary Hornby’s (2015) a new theory of inclusive special education .


A new theory of inclusive special education recognises that children with SEND need a curriculum, activities and learning environment which is suited to their needs rather than be expected to fit into a school curriculum and learning environment that is 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 and that some aspects of the curriculum not equally important for all children. For example, children with complex life long learning needs may benefit from a curriculum that has a particular emphasis on practical life skills and developing independence. Likewise, children who are working well below the standards outlined in the national curriculum may require provision built around the engagement model which focuses on a sensory curriculum. Our approach enables the school to include pupils who might normally attend a special school setting.


Regardless of the balance or weighting of curricular priorities, all children including those with SEND are assessed against the school's curriculum and their relative progress against the curricular aims we have published. This is because they have been written in a way that are inclusive and can be applied to any age of child or developmental stage. Each child with SEND will have an end of year report outlining the progress they have made against the school curriculum as well as 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, skills and understanding they need to lead a happy and independent life. This may include outcomes that promote good health, wellbeing, practical life skills and metacognition for example as well key knowledge needed to read, write and develop number sense.


This view 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 and devised our own bespoke inclusion statement.



Stisted Academy's Inclusion Statement



Every child regardless of their background, personal circumstances or ability should feel a sense of belonging and connection to their class and school community so that they can take part in all aspects of school life in a meaningful way.   Children are supported to learn effectively by 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


Teachers and Teaching Assistants support our children with SEN with our Special Needs Coordinator supporting them and monitoring provision across the school. 


Our enhanced provision Montessori Resource Base caters particularly well for children with specific or additional needs. The Montessori influenced environment is a calm but purposeful environment where the children are involved in small group or individual activities. The equipment and environment is designed to develop children’s concentration, co-ordination and independence.


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 2021-22

An example of a child's support plan

Our Accessibility Plan has been incorporated into our Equality Scheme Objectives