All pupils/students with SEND are entitled to a broad and balanced curriculum that satisfies their individual learning needs by employing realistic and achievable methods.

Pupils/students learning occurs alongside their emotional, physical and spiritual development.

All teachers within the Academy schools are responsible for meeting the needs of their pupils/students using High Quality, Adaptive Teaching.

All staff will use their “best endeavours” to meet the pupil/student’s needs.

This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. (SENDCoP, p.16).

* Pupils who are disabled but do not have SEN (i.e. They do not require provision that is ‘additional to or different from’ peers).

* If SEN relates to sensory and/or physical needs only.

* Target setting is not appropriate (e.g. pupil with colour vision deficiency, wheel-chair user, hearing impaired pupil)

* A condition is relatively stable and well understood but occasional adult-led provision and/or awareness is needed through reasonable adjustments (e.g. Medicated ADHD, Meres Irlen Syndrome).

* May be used to compliment an Individual Healthcare Plan (e.g. Diabetes, Epilepsy, Juvenile Arthritis).

* The pupil's needs can be met through the universal core offer of adaptive teaching with some reasonable adjustments.

(SENDCoP, p.94)

All teachers and support staff who work with the pupil should be aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should be recorded on the school’s information system. (SENDCoP, p.101)

• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them