SEND

Special Educational Needs and Disabilities

SENCO Contact: senco@clwacademy.org.uk

SENCO: Mr MN Silcock

Deputy Head: Mrs L Brettell

Overview

At Carlton le Willows Academy we are committed and passionate about ensuring all students achieve their potential through setting high aspirations and providing a high quality teaching and learning environment as a priority for all members of staff.

However, we acknowledge that some students will require additional support for part or all of their time with us. This means provision that goes beyond the work which is matched to need and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from the teacher or require involvement of specialist staff (Learning Support Assistants or SEND Teacher) or external support services.

We have a dedicated team who strive to provide the best provision for students with special educational needs and disabilities.

The SEND team also supports teachers and other staff to enable them to provide appropriate and focussed provision for students in their class with SEND. All teachers are teachers of SEND students and as such provide quality first teaching which takes account of the particular individual needs of students with SEND within the classroom.

Access Arrangements

At Carlton le Willows Academy the Learning Support department works with colleagues to co-ordinate Exam Access Arrangements. The Exam Access Arrangement Policy is available to download below. See also Exam Access within the school website.

  • These are agreed through assessment, consultation and application to the exam board QCA. These additional arrangements allow candidates/learners with special educational needs, disabilities or temporary injures to access the examination
  • Access arrangements allow candidates/learners to show what they know and can do, without changing the demands of the assessment: for example, readers, scribes, word processors and Braille question papers
  • The process for granting an access arrangement and the evidence required will vary according to the assessment, as well as the nature of the access arrangement and the reason for seeking it. Access arrangements are intended to increase access to assessments but cannot be granted where they will directly affect performance in the skills that are the focus of the assessment
  • Access arrangements are not there to give candidates an unfair advantage, but to give all candidates a level playing field in which to demonstrate their skills, knowledge and understanding.