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Kettering Buccleuch Academy

SEN Policy

LGB Date of Ratification

November 2017

Review Interval


Date of Last Review

November 2016

Owner & Attached Governor

Mandy Morrison (primary SENCO)

Clare Thomas (secondary SENCO)

Steve Mutton (SEN Governor)

Special Educational Needs

Kettering Buccleuch Academy follows The Special Educational Needs (SEN) Code of Practice (2015) which sets out guidance and expectations in relation to identifying, assessing and providing for children and young people with special educational needs.

  • A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

  • A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

    has a significantly greater difficulty in learning than the majority of others of the same age,

    which calls for special educational provision to be made for him or her or has a disability

    which prevents or hinders him or her from making use of facilities of a kind generally

    provided for others of the same age in mainstream schools or mainstream post-16 Institutions.

    (SEN Code of Practice January 2015 p15)

Section A: Academy Arrangements

1 ) Aims and Objectives

· Raise aspirations of all young people and academic achievement for all learners.

· Enables every student to reach his/her potential through quality first learning and teaching

· Provides inclusive extracurricular activities that encourage and stimulate students to learn outside the classroom.

  • Embodies our maxim of ‘The Best in Everyone’.

· Have regard for the SEN and Disability Rights Act 2001, The Children Act 2004, ‘Every Child

Matters’, Equality Act 2010 and The SEN Code of Practice 2015

2 ) Roles and Responsibilities

It is the responsibility of all staff to be aware of the academy's policy and procedures for identifying, assessing and making provision for students with special educational needs. All have a responsibility to address inclusion through:

  • Setting suitable learning challenges with inclusive learning opportunities.

· Responding to students' diverse needs.

  • Overcoming actual or potential barriers to learning.

· Deploying TAs and other support staff effectively.


· In co-operation with the SENCo, determine the policy and provision for students with

SEN and be fully involved in the monitoring and annual review of the policy.

  • Ensure the SENCo is a qualified practitioner who has access to appropriate professional training.
  • Ensuring that resources and funding are used efficiently to support the needs of SEN


· Ensure that appropriate processes are in place to ensure access is reviewed and is in line with recommendations in the code of practice and Disability rights act.

· Review the SENCOs evaluative reports and ensure parents have access to information regarding the progress and attainment of SEN students.

(3 ) Co-ordinating and Managing Provision

To enable the SENCO to co-ordinate provision, effective liaison with a wide range of relevant parties is vital.

Provision is mapped for individual students. Interventions are evaluated and tracked in relation to student progress and well-being.

· All staff participate in the review process and data is taken from termly collections.

· Faculty leaders are responsible for ensuring teaching staff keep their teacher files up to date with the latest SEN profiles and information to support teaching SEN students.

· One page profiles take place three times a year for children on S, E and K support.

Dissemination of information is managed through:

· Staff meeting agenda items

· Weekly staff briefing

  • Feedback from CPD
  • Shared Drive; student profiles
  • SEN Register
  • Provision Maps

(4) Admission Arrangements

Kettering Buccleuch Academy strives to be a fully inclusive academy. It acknowledges the range of issues to be taken account of in the process of development. All students are welcome, including

(5) SEN Specialisms and Special Facilities

Our Inclusion staff are dedicated and, in the main, experienced teachers and TA. Additional training for teachers and TAs is made available when necessary and appropriate, particularly specialist training to meet the specific needs of an individual student. SENCo’s work closely with Educational Psychologists, Autism Outreach, Maplefields and other outside agencies to plan for the best outcomes for children with SEN.

Communication and Interaction (C&I)

Autism and Asperger’s (ASD)

Speech, Language and communication

needs (SLCN)

Social, Emotional and Mental Health (SEMH)

Attention Deficit Hyper activity

Disorder (ADHD)

Attention Deficit Disorder ADD

Oppositional Defiant Disorder (ODD)

Attachment Disorder

Anxiety & Depression

Sensory and Physical needs: (S&P)

Visual Impairment (VI)

Hearing Impairment (HI)

Physical Disability (PD)

Multi-sensory impairment (MSI)

Cognition and Learning (C&L)

Moderate learning difficulties

Processing Delay

Developmental Co-ordination Disorder

or Dyspraxia

Section B identification, Assessment and Provision

1 ) Identification, Assessment and Review

· Early identification is key. All staff receive annual training regarding identification and referral pathways. The majority of secondary students with SEN will be identified prior to transfer from partnership Primary schools.

· Liaison with colleagues in our partnerships is crucial in providing information about students' needs and SEN record. Additionally, this is accomplished through parental contact and liaison with other agencies.

2 ) Curriculum Access and Inclusion

Kettering Buccleuch Academy strives to be a fully inclusive academy, engendering a sense of community and belonging through its:

  • Inclusive ethos

· Broad and balanced curriculum accessible to all students

· Systems for early identification of barriers to learning and participation, and measures to make reasonable adjustments where necessary

· High expectations and suitable targets for all students

· Wide range of access arrangements for academy and public examinations

· Wide range of extracurricular activities open to all student’s subject to reasonable adjustments where appropriate

3 ) Evaluating Success

The success of the academy's SEN Policy and provision is evaluated through:

· Monitoring of classroom practice by SENCo, and the Senior Leadership Team.

· Analysis of student tracking data and test results for individual students and for cohorts.

· Agreed monitoring activities by SEN Governor.

  • Self-evaluation supported by United Learning, Education, Inclusion Partnership team.

· The Post Ofsted Action Plan, monitoring classroom practice on agreed areas of the whole academy quality assurance framework.

Impact/progress reports for SLT

4 ) Complaints Procedure

If any parent has a complaint about SEN provision they should approach the SENCo in the first instance. If this cannot be resolved the next procedure would be their Line manager Mr Shaw. If unresolved at this stage the Principal and Governors can be contacted. If the complaint cannot be resolved the SEN Governor will arrange an appeal to governors.

Section C Partnership Within and Beyond the Academy

(1 ) Staff Development and Performance Review

Part of every teacher's professional development is a commitment to raising awareness and developing expertise in the field of SEN.

This is achieved through a range of academy based and other In-Service Training and reviewed

through the academy’s performance management process.

(2 ) Links with other Agencies, Organisations and Support Services.

makes use of a number of SEN and other support services available in the County and via the appropriate local Hub.

(3 ) Partnership with Parents/Carers

The academy seeks to promote a culture of co-operation between academy and parents in order to help students achieve their potential. We will do this by:

· Involving parents/carers in the provision planning and progress reviews three times per year.

  • Acknowledging and drawing on parental knowledge and expertise in relation to their child

· Focussing on the student's strengths as well as areas of need

· Recognising the personal and emotional investment of parents and being aware of their feelings

· Ensuring that parents/carers understand procedures, are aware of how to access support and receive documents to be discussed in good time before a meeting

  • Respecting the validity of differing perspectives and seeking constructive ways of reconciling different points of view

· Respecting the differing needs that parents themselves may have, such as a disability, or communication or linguistic barriers, making use of interpreters of bilingual aids

(4 ) The Voice of the Child

The academy actively encourages students to participate in their learning by engaging in dialogue about their progress with a trusted adult, identifying areas of strength and need. Students are involved in the process of target setting and review across all subject areas.

(5 ) Transition arrangements

Regular contact with partnership Primary Schools and feeder nurseries/play groups is fundamental. Transfer arrangements are agreed annually. Arrangements will include:

· Visits Primary Schools in terms 4/5 to receive information about SEN students transferring in September. Records are passes directly to the SENCo by an agreed date in June

· The Year 7 Pastoral Support Manager coordinates a programme of early visits for vulnerable

Year 6 students during the summer term

· Wherever possible the SENCO or a member of the Inclusion team attends the final Annual

Review of Year 6 students. Primary Schools should ensure that the final Annual Review is held by February so that a student's Statement can be amended to reflect the new placement



Steven Mutton


Mandy Morrison


Clare Thomas