Special Educational Needs

Welcome to our SEND information report which is the Attleborough Academy Local Offer (July 2019)

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

Opinions Matter

Your feedback and future involvement in the review of our SEND offer is welcomed. Contact information for the SENCo, Kerry Whittaker is kwhittaker@attleboroughacademy.org, Director of Student Support at mparks@attleboroughacademy.org or alternatively, the Assistant SENCo at AAN is Claire Sadler at csadler@attleboroughacademy.org.

The views of parents and carers are regularly collected at Parents’ Evenings and we carry out an annual survey where students are asked for their views. In addition, we welcome feedback at any time from parents and carers and students with SEND.

We look forward to hearing from you via studentsupportteam@attleboroughacademy.org

Meet the Team

Miss M Parks
Director of Student Support

Mrs K Whittaker

Ms C Sadler
Assistant SENCo

Mr E Bloomfield
Student Behaviour Manager

Ms I Allott
HLTA Student Support Mentor

Ms S Linnitt
HLTA Student Specific

Mrs M Caddamy
Student Support Mentor

Mrs A Dysart
Student Support Mentor

Miss C Fagg
Student Support Mentor

Mrs S Ricketts
Student Support Mentor

Mrs A Vlatseas
Student Support Mentor

Mrs K Savage
Student Support Mentor

Student Support Team Administrator

Useful Contacts

Director of Student Support
Miss M Parks

Mrs K Whittaker

SEND Governor
Mrs F Harrod
c/o office@attleboroughacademy.org

Student Support Team

Learning for All 

AAN 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 teaching is paramount and to this end, teaching and learning experiences are actively monitored. Student progress is continually assessed for high level progression and if required, appropriate intervention strategies are deployed. The learning culture is flexible enough to meet the needs of all students.

All staff at AAN have read and understood the Equality Act 2010 which places duties on schools and providers. Specifically, the duties of non-discrimination, harassment, or victimisation towards a student or adult are fully understood in relation to a protected characteristic, as defined in the Equality Act and consequently, make reasonable adjustments.

The Equality Act 2010 defined disability as:

‘when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities’

This definition of disability in the Equalities Act includes children with long term health conditions. Students with such conditions do not necessarily have SEN but there is a significant overlap between disabled students and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation. Hence the term SEND is used.

For more details about the Equality Act, the protected characteristics or duties on public bodies, please see our web site. http://attleboroughacademy.org/

How We Identify SEND

At different stages in their school career, a student may have an educational need. 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’

If a student is identified as having SEND, then provision that is additional to or different from their normal differentiated curriculum is put in place to reduce/overcome the barrier to learning. Students progress at different rates for different reasons and the Academy is committed to ensure that all students have access to 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 targeted intervention sessions.

Teaching staff, the SENCo, support staff, parents and carers and the students themselves will be the first to flag up a barrier to learning. Our various diagnostic tools are also available to help identify barriers to learning and where appropriate, outside agencies are used for specific diagnostic procedures and subsequent recommendations. The list of available external agencies is available in the appendices.

Student Support Mentors are employed to deliver interventions from the provision map as coordinated by the SENCo.

Types of SEND provided for at Attleborough Academy

The Student Support Team provides 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 AAN for 2018-2019 is:

  • 16 students have an Education Health and Care Plan​
  • 94 students are on the Code of Practice
  • 40 students have cognitive and learning difficulties
  • 3 students have communication and interaction difficulties
  • 47 students have social emotional and mental difficulties
  • 4 students have physical and sensory difficulties


Provision for SEND students includes:

  • Quality teaching with appropriate differentiation in place;
  • Additional adult support in classrooms where appropriate;
  • Reduced class sizes where appropriate;
  • Literacy support – additional lessons;
  • Numeracy support – additional lessons;
  • Morning intervention sessions;
  • Individual mentoring sessions – student specific;
  • Referral for advice and support from outside agencies;
  • Sound Training;

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 collates the impacts of interventions to ensure that effective interventions are used. Progress data for all students is collated by the Academy and is monitored by teaching staff, Senior Leaders and Academy Council members. AAN is monitored by Ofsted.

Preparing for the Next Step

Transition forms part of life. At AAN, transition is across year groups, key stages and to other schools, as well as to Post-16 educational institutions. AAN 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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