Our aim is to make the curriculum fully inclusive for all. The Academy has an Accessibility Plan (available on Our Policies page) which details how we achieve this for disabled learners and those with health conditions or impairments.
To summarise we ensure students can access the entire physical environment so they can be taught in specialist rooms where required, the curriculum is made accessible by providing students with specialist equipment, adapted resources and reasonable adjustments. Where any adjustment would have a detrimental effect on other students, we would not consider it to be reasonable. For example, if a Geography field visit were planned to involve climbing and a wheelchair user could not take part we would carefully consider how the disabled student could participate viably, however we would not cancel the visit since to do so would be detrimental to other students.
By curriculum we include teaching and learning and the wider curriculum of the academy, such as participation in after academy clubs, leisure and cultural activities or visits. We also ensure that all information is accessible to disabled learners. The academy aims to work closely with anyone with disabilities, health conditions or impairments, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which may put students at a disadvantage. By working closely with students, families and other appropriate agencies and staff members, this successfully allows students to learn, achieve, participate fully and experience academy life.
Our approach towards a fully inclusive curriculum includes the following:
Our aim is to make the curriculum fully inclusive for all. The Academy has a SEND Policy which details how we achieve this for SEND students, below details what we do to tray and ensure a fully inclusive curriculum.
The academy provides support across the following areas to ensure all SEND learners can access the curriculum:
Communication and interaction
The SENCo or a member of the SEN team will work with students, parents, and language and communication experts where necessary to ensure students with SLCN reach their potential.
Cognition and learning
Students with learning difficulties may require support to enjoy success across the curriculum – the academy will offer learning support at the discretion of the SENCo/SEN Team and will be delivered by a teacher or trained support staff.
Social, emotional and mental health difficulties
Students may experience a wide range of social and emotional difficulties that manifest themselves in many ways, including becoming withdrawn or isolated, or displaying challenging, disruptive and disturbing behaviour. This will affect how they engage with the curriculum. The academy will implement a Students’ Mental Health and Wellbeing Policy to support students with these difficulties. We also ensure that provisions and allowances are made for the ways in which these mental health difficulties can influence the behaviour of students with SEND within its Positive Learning and Behaviour Policy, including how we will manage the effect of any disruptive behaviour so that it doesn’t adversely affect other students.
Sensory and physical needs
Impairments that prevent or hinder students from using the academy facilities, such as vision impairment, do not necessarily have SEND. The academy will ensure staff understand that some conditions can be age-related and can fluctuate over time and a student with a disability is covered by the definition of SEND if they require special educational provision.
The Academy Coordinates the specific provision made to support individual students with SEND, including those with EHC plans through the SENCO. The Academy receives funding specific to Special Educational Needs direct from the Government. This funding is utilised in the staffing and specific resources needed to ensure all Special Educational Needs are met so they they can access the curriculum
The SENCO liaises with the parents of students with SEND as well as with early years providers, other academy’s, educational psychologists, health and social care professionals, and independent or voluntary bodies and the LA as required. The SENCO will also liaise with the potential future providers of education to ensure that SEND students and their parents are informed about the options, and a smooth transition is planned between the different curriculum key stages. The SENCO also plans and reviews support for students with SEND on a graduated basis, in collaboration with parents, this ensures that engagement and success across the curriculum is maximised.
Teaching and support colleagues receive regular CPD and professional guidance so they can better support SEND students in the classroom and gain greater access to the curriculum specific to individual needs. Teachers set high expectations for every student aiming to teach them the full curriculum, whatever the SEND needs. Lessons are planned to address potential areas of difficulty to ensure that there are no barriers to every student achieving; every student with SEND is able to study the full national curriculum or differentiated curriculum where appropriate.
𝗠𝗶𝘀𝘀 𝗜𝗯𝗯𝗲𝗿𝘀𝗼𝗻: Layla, Sabrina (Y7), Oliver (Y8), Robert, Filip (Y9) 𝗠𝗿𝘀 𝗗𝗿𝗶𝗻𝗸𝘄𝗮𝘁𝗲𝗿: Declan, Angel (Y8) 𝗠𝗿 𝗕𝗿𝗼𝘄𝗻-𝗚𝗮𝗿𝗰𝗶𝗮: Mohammed, Jakub, Alan (Y7), 𝗠𝗿 𝗥𝗶𝘀𝗲𝗯𝘂𝗿𝘆: Levi, Charlie (Y9) #TeamArchie 🔹🔸🔹
𝗠𝗿 𝗚𝗿𝗲𝗲𝗻𝗼𝘂𝗴𝗵: Simeon, Tianna (Y11), Charlie (Y10) 𝗠𝗶𝘀𝘀 𝗙𝗿𝗼𝘀𝘁: Amelia (Y7), Kacy (Y8), Sophie (Y9), Rusne (Y10), Kirsty (Y11) 𝗠𝗿 𝗗𝗼𝗻𝗮𝗹𝗱𝘀𝗼𝗻: Grace (Y11), Mateusz (Y8), Rafael (Y9)
*𝗚𝗲𝗼𝗚𝗲𝗻𝗶𝘂𝘀 𝗼𝗳 𝘁𝗵𝗲 𝗠𝗼𝗻𝘁𝗵* Well done to the following for outstanding efforts in Geography in September 🌍 𝗠𝗿 𝗖𝗹𝗮𝗿𝗸: Hermione, Hanna (Y9), Daisy, Adela (Y10), Guiomar (Y11) 𝗠𝗶𝘀𝘀 𝗢𝘅𝗯𝘆: Jake, Brandon (Y11), Tilly (Y9), Ryan, Kameron (Y7) 1/2 pic.twitter.com/7jA2AVkM4x
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