Special Educational Needs & Disabilities (SEND)

Castle Mead Academy is proud to be an inclusive school, valuing the individuality of all young people. We are committed to giving all of our scholars every opportunity to achieve the highest of standards. We do this by taking account of scholars’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well being of all our pupils matter and are celebrated. This section shares the policies and practices that we have in place to ensure these aspirations become apparent.

Our SENDCO will be Miss M Rueben, if you require any further information, please don’t hesitate to contact our academy on 0116 214 3150 or email [email protected]

The role of the SENDCo at Castle Mead Academy is to champion the achievements and outcomes of all SEND scholars, and to forensically identify the support individual children need. The SENDCo will identify the support we can offer the scholars (including necessary reasonable adjustments, as outlined in the SEND Code of Practice). At CMA we then empower teachers with the responsibility of supporting these scholars in lessons to learn well. We promote independence of our SEND scholars, rather than allowing them to develop dependency on Teaching Assistants for their learning in lessons. The graduated Approach will be used to Assess, Plan, Do and review throughout the academic year with the school at the centre of this approach.

The primary intention where possible will be for SEND scholars to access the full curriculum, in mainstream lessons. This is our ambition; as we aim for all scholars to enjoy the riches of our of our curriculum and build their character. They will experience quality first teaching with learning scaffolded appropriately as necessary.

It will be appropriate on occasion for identified scholars to be withdrawn from lessons, particularly for reading interventions. We identify scholars who are in need of this intervention through our extensive Transition processes (where we liaise with the SENDCos of our Primary feeder schools), through our robust assessment procedures and through referrals from our staff. This purpose of these interventions is to accelerate progress in e.g. reading, so as to allow access to the whole curriculum. Interventions are carefully crafted collaboratively with Curriculum leaders and the Inclusion Team to consider all scholars as individuals.

Our curriculum is supplemented by Direct Instruction literacy lessons. Direct Instruction is well-rounded programme designed to enable scholars who struggle with basic literacy to catch up with their peers. It is a highly structured course that enables children to catch up rapidly enabling them to become proficient in reading and writing. Identified scholars have up to three lessons of Direct Instruction per week. all scholars at CMA also have a highly structured Reading for Pleasure lesson per week, which complements our English mastery curriculum. Furthermore, our Leader of Additional English works as part of our Inclusion Team to provide Additional English lessons to identified (EAL) scholars.

Staff training is carefully planned based on the needs of our cohort and feedback from our Culture of Critique activities. Visiting professionals train our staff, as part of our Professional Growth. We actively invest in the development of our Inclusion Team, and promote their expertise as part of our ‘Everyone a Leader’ driver.

If you would like to read our Special Educational Needs and Disability Policy, please click here. This includes detail with regards a named governor for SEND, Ms Avtar Gill.

CMA SEN Report October 2019
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