Special Educational Needs

The academy is committed to providing an ethos, environment and culture that are sympathetic to and understanding of the issues involved in providing a fair and appropriate education for students with special educational needs and/or disabilities. Please contact our SENDco, Oliver Harrison, with any questions.

Our SENDco is Oliver Harrison
Please email: oharrison@leeds.trinitymat.org

Oliver Harrison


What is SEND?

A child has a special educational need or disability (SEND) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  1. have a significantly greater difficulty in learning than the majority of others of the same age; or
  2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

The SEND Code of Practice 2014 (updated January 2015) sets out four broad areas of special educational need that include a range of difficulties and conditions:

Identification and Assessment of Children with SEND

As set out in the SEND Code of Practice, the school follows the Graduated Approach to Assessment, which follows the four stages of Assess, Plan, Do, and Review.  This allows for a more personalised approach to the identification, planning, and assessment of SEND.

Academy SEND Intent Statement

We believe that all students, regardless of starting point or prior ability should experience a high-quality curriculum and have access to the most highly trained and qualified staff. Our SENDco will provide day to day support in addition to training to support all teachers in ensuring that no student gets left behind. We believe that real inclusion and effective differentiation is invisible to the eye, that teachers should have an in-depth knowledge of their students and can adapt and support fluidly and sensitively in the classroom. Wherever possible we seek to include and not exclude our most vulnerable learners from the experiences of their peer group.​

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