SEND students at our academy are identified through a combination of teacher assessments, transition information from their prior schooling or teacher referral. They are accommodated to make sure that all their needs are met.
We also aim to ensure that all SEND students are given the same academic and pastoral opportunities, as their non-SEND peers. This is in-line with our HPL values and also complies with the Department for Education’ SEND Code of Practice (2015) in that:
- All students have access to a broad and balanced curriculum;
- Teachers are expected to set high expectations for every student, regardless of prior attainment;
- Teachers are expected to use appropriate assessments to set targets which are deliberately ambitious;
- Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from learning support assistants or specialist staff;
- The academy regards high quality teaching, differentiated for individual students, as the first step in responding to students who have or may have SEND.
In order to allow our SEND learners to overcome any barriers, we also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in either provision plans or Education, Health and Care Plans.
We have high expectations of all our students and aim to remove any barriers which may hinder individual progress. In order to do this, personalised SEND profiles are created to identify target areas on individual needs. These profiles are then used by teachers and Teaching Assistants to ensure that students work on their target areas and make progress. SEND profiles are constantly reviewed during the academic year so that progress can be monitored and new targets set as appropriate. Parents/carers are invited to review meetings as we view the parent voice as invaluable in helping our students make progress.
English as an Additional Language (EAL) is seen as a huge skill here at the academy rather than a barrier to learning. A tailored package of support is put together for students on an individual basis after initial assessments are completed. EAL students gain extra English lessons in small groups if needed or they are put straight into mainstream lessons with guidance and support from teaching and support staff.
At King Edward VI Handsworth Wood Girls’ Academy our primary focus is the well-being and progress of your daughter and we appreciate any feedback you have. With this in mind if you have any queries or concerns please do not hesitate to contact either the Deputy SENCO:
SENCO: Mrs L Bindley BA – lbindley@hwga.org.uk
You can also contact our SENCO for any EAL queries.
