Special educational needs & disabilities

Mission Statement

At Rawlins Academy we provide a safe, inspirational and inclusive climate for learning where every member of our community is valued and respected.  Our broad, balanced, and creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed.  Our inclusive ethos encourages all students to be actively involved in their own learning and we expect all to achieve highly.

A summary of our SEND Policy is set out below, the full policy is available at the bottom of this page

Changes to SEND Legislation

The government has reformed the way in which support is provided for children and young people with special educational needs and/or disabilities. The Children and Families Act 2014 came into force on 1 September 2014. A new SEN Code of Practice accompanies this legislation.  More details about the reforms and the SEN Code of Practice can be found on the Department for Education website:  www.education.gov.uk/schools/pupilsupport/sen

The Statement of Special Educational Needs, for those children with the most complex needs, has been replaced with the Education, Health and Care (EHC) Plan. These plans are supported by an Education, Health and Care Plan Pathway.

The SEND Local Offer supports children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Leicestershire that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors. Leicestershire’s SEND local offer website is here:www.leics.gov.uk/index/children_families/local_offer.htm

Responsibility for the Coordination of SEND Provision

  • The Principal is responsible for overseeing the provision for students with SEND
  • The SENDCo coordinates the day to day provision of education for students with SEND. Please contact Clare Worrall with SEND enquiries (Olivia Redston-Lester is currently on maternity leave)
  • Skills for Learning:specialist unit which supports students with Moderate Learning Difficulties (MLD). The Base: Autism Provision.  Please contact Louise O’Mahony with any enquiries

Aims of the SEND Policy

  • To provide every student with access to a broad, balanced and inspiring education.
  • To promote independence, equality and consideration for others.
  • To support all students to excel by offering multiple pathways for progression.
  • To equip students with the skills and attributes necessary for adult life.
  • To create a welcoming atmosphere for parents.

Objectives of the SEND Policy

  • Identify the needs of students with SEND as early as possible by gathering information from parents, education, health and care services, and feeder schools prior to the student’s entry into the school. Where needs have not been previously identified, staff have an obligation to report observations to the DLS.
  • Monitor the progress of all students with SEND to ensure that they maximise their potential.
  • Make appropriate provision to overcome barriers to learning and ensure students with SEND have full access to an inspiring curriculum. This is co-ordinated, monitored and reviewed by the DSL to ensure that individual targets are being met and all students’ needs are catered for.
  • Work with parents/carers to understand their child, and involve them in all stages of their child’s education. This includes supporting them to understand SEND procedures and practices and providing regular feedback on their child’s progress.
  • Work with and in support of outside agencies when the students’ needs cannot be met by the academy alone. Rawlins Academy receives support from the Education Psychology Service, Speech and Language Therapy, Child and Adolescent Mental Health Services (CAMHS), Autism Outreach, Focus Psychology, and the Specialist Teaching Service.
  • Create an inspiring learning environment where students contribute to their own learning by offering all students the opportunity to express their own opinions. This is achieved by encouraging positive relationships with adults and monitoring the progress of all students carefully at regular intervals. The vertical coaching community helps to build a sense of belonging, respect and value. A sense of team spirit is also encouraged through wider opportunities for participation in academy life (e.g. Student Council, sports teams and other enhancement activities).