Special Educational Needs

Welcome to our SEND information report which is the Attleborough Academy Local Offer (December 2020)

Opinions Matter

Attleborough Academy is committed to working together with the Academy community and this document has been produced through consultation with students, parents and carers and members of staff.

The views of parents and carers are collected at Parents’ Evenings, via completion of the Academy questionnaire and the students’ views are sought through an annual survey. 

Your feedback and future involvement in the review of our SEND offer is welcomed. We look forward to hearing from you via studentsupportteam@attleboroughacademy.org

Meet the Team

Miss Michala Parks
Director of Student Support

Mrs Kerry Whittaker

Miss Charlotte Fagg
Senior Student Support Mentor

Ms Isabelle Allott
HLTA Student Support Mentor

Ms Dee Atere
Student Support Mentor

Ms Bethany Dimon
Student Support Mentor

Mrs Aleisje Howes
Student Support Administrator and Office Administrator

Ms Shirley Linnitt
HLTA Student Specific

Mrs Marie Medley
Student Support Mentor

Mrs Katie Savage
Student Support Mentor

Ms Megan Hicks
1:1 Classroom Assistant

Mrs Hayley Hutley
1:1 Classroom Assistant

Mrs Emma James
1:1 Classroom Assistant

Useful Contacts

Director of Student Support 
Miss Michala Parks

Mrs Kerry Whittaker

Student Support Team

Learning for All 

Attleborough Academy believes in participation for all and seeks total adult and student commitment to learning for life. Our culture is fully inclusive and responsive to diversity of student background and interest.

High quality first teaching is paramount and to this end, teaching and learning experiences are actively monitored. Student progress is regularly assessed and reviewed. All students, including those who are SEN, are given the same opportunities to have access to a broad range curriculum and will be taught in mainstream classes with their peers. We endeavour to create a learning culture which is flexible enough to meet the needs of all our students whatever their level of ability.

The teaching may need adapting to provide an inclusive environment for students with learning needs. At Attleborough Academy, teachers understand the needs of individual students, as outlined in their One Page Profile, and use this to inform their planning and delivery of lessons. Lessons may include reasonable adaptations: chunking, scaffolding, working at a slower pace, reduced tasks that remain challenging, smaller classes, differentiated questioning and outcomes, and the use of the Student Support Mentor to compliment the teaching.

Not all students have difficulties related to cognition and learning. Our staff take a holistic approach to teaching students and this will not only relate to academia, but also skills for life and strategies for developing independence, confidence and the importance of high self-esteem. 

How We Identify SEND

At different stages in their education, a student may have an educational need.

Attleborough Academy Staff, parents/carers and the students themselves identify barriers to learning. Our various diagnostic tools are available to screen for specific areas of need, and where appropriate, outside agencies are used for specific diagnostic procedures and subsequent recommendations. The list of external agencies are available within the document.

If a student is identified as having SEND, then provision that is additional to or different from their normal differentiated curriculum, as part of the high-quality first teaching , is put in place to reduce/overcome their barrier to learning. Students progress at different rates for different reasons, and the Academy is committed to ensure that all students have access to a broad range of learning opportunities. Students who are not reaching their full potential, and those who are not progressing at the expected rate of their peers, will have access to reasonable adaptations, targeted support or appropriate intervention.

The student will be consulted about reasonable adaptations, strategies of support and any interventions. They will help develop the One Page Profile so that it is informative and effective. They will also be involved in reviewing their support, to evaluate what went well, not so well and what would make it even better.

The Code of Practice defines SEN as:

‘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 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’.


Types of SEND provided for at Attleborough Academy

Attleborough Academy staff provide support for students across four areas of need as laid out in the SEN Code of Practice 2014:

  • Cognitive and Learning (C&L)
    Dyslexia, slow processing, literacy, numeracy, dyspraxia, dyscalculia, moderate learning difficulties, developmental delay;
  • Communication and Interaction (C&I)
    Aspergers, autistic spectrum disorder, speech and language, social communication difficulties;
  • Social, Emotional and Mental Health (SEMH)
    ADD, ADHD, anxiety, depression, self-harming;
  • Sensory and Physical Needs (SPN)
    Hearing impairment, medical needs including diabetes and epilepsy, cerebral palsy, physical disabilities.

The SEND Profile at AA for 2020-2021 is:

  • 14 students have an Education Health and Care Plan​
  • 80 students are on the Code of Practice
  • 30 students have cognitive and learning difficulties
  • 12 students have communication and interaction difficulties
  • 27 students have social emotional and mental difficulties
  • 5 students have physical and sensory difficulties


Provision for SEND students includes:

  • Quality first teaching ;
  • Additional adult support in classrooms where appropriate;
  • Reduced class sizes where appropriate;
  • Literacy support – additional lessons;
  • Numeracy support – additional lessons;
  • Intervention sessions related to the four areas of need;
  • Individual mentoring sessions – student specific;
  • Referral for advice and support from outside agencies;
  • Reasonable adaptations – coloured overlay, coloured paper, reader pens etc.
  • TITAN Scheme
  • SEND P.E

When a student requires support which is additional to or different from their peers, staff, the student, and their parents/carers are involved in deciding what steps are taken, and in the reviewing process. Student input is recorded in green on their student profile so that the teacher is aware of the individual support required, in addition to the generic strategies found in our SEND definitions and teaching strategies guide.

Support is allocated to children based on need and is put in place starting with the highest level. Support is regularly reviewed and always with the vision that as the student becomes more independent, the level of support is reduced. Sometimes the support required is 1:1, others may work in small groups or the need can be met through high quality teaching. Staff, students and parent/carers will be consulted if the level of support is increased or reduced.

Sometimes, parents/carers of students with SEN can need support too. This support can come in many forms starting with listening to what they have to say, giving the parent time and reassurance, sign posting them to other agencies or making referrals. Staff can be contacted via email or phone, as communication is key to providing the right support at the right time.

Evaluating the Effectiveness of the Provision

Monitoring progress is an integral part of teaching and leadership. The stages of intervention are:

  • Assess
  • Plan
  • Do
  • Review

Students, parents and carers, teaching staff and support staff are involved in the reviewing progress. If a student has an Educational Health and Care Plan, then a formal review will be held annually.

The SENCo monitors the impacts of interventions to ensure that they are effective. Progress data for all students is collated by the Academy and is monitored by teaching staff, Senior Leaders and Academy Council members. Attleborough Academy is monitored by Ofsted.

Students are assessed termly across subjects by completing assessments or milestone tasks. The students Attitude to Learning is also monitored and considered.

When reviewing progress, the data from previous assessments over the year or from previous years are analysed and gaps in learning are identified. The base line data is taken from SAT’s results at KS2.

Annual and progress reports are sent to parents/carers, and students are given targets in each of their subjects. Parents/Carers are invited to open evenings, and can be contacted by phone to discuss their child. The importance of good relationships between home and school are imperative to give consistent and informed support and guidance.

Preparing for the Next Step

Transition forms part of life. At Attleborough Academy, transition is across schools, year groups, key stages and to post-16 educational providers. Attleborough Academy works in partnership with students, families and other providers to ensure positive transitions occur.

External Agency Links

Benjamin Foundation
Educational Psychologist Service
Access Through Technology
School Nursing Team
Occupational Therapy

Norfolk County Council SEND Offer



Further Support Agencies: (IPSEA) Independent Parental Education Advice 


Norfolk SEND Partnership  http://www.norfolksendpartnershipiass.org.uk/

Disability Matters https://www.disabilitymatters.org.uk/

Norfolk Early Help https://www.norfolk.gov.uk/children-and-families/early-help-and-family-support

Dyslexia Outreach http://www.dyslexiaoutreach.co.uk/

Autism Anglia https://www.autism-anglia.org.uk/

Appeal to the Special Educational Needs and Disability Tribunal


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