Special Educational Needs & Disabilities
We aim to include students with a variety of needs in all areas of school activity and maximise their achievements. Through the SEND department, students with additional needs receive intervention and support to ensure they are able to achieve to the highest of their ability.
- We provide support within lessons, form time, individual tuition or withdrawal in small groups.
- Progress is regularly assessed and monitored and reported to parents through pupil passports. Each student on the SEN register will have an individual passport that outlines their needs and the support they will receive in lessons to support them. This will be reviewed at least termly and shared with all staff to ensure awareness of needs and successful strategies to support. Parents are encouraged to work with the school to develop their child’s pupil passport and will receive a copy of their child’s completed passport at least once per year for their own records.
The special educational needs co-ordinator (SENDCo) has the responsibility for the day-to-day operation of the academy’s SEND policy and also operates in accordance with the national code of practice. The SENDCo also has responsibility for students from across the local area who attend our autism specialist resource base.
You can contact our SENCo, Sarah Pardon or Claire Gregson-Rix, by email:
We value the presence of every child, irrespective of need. We are sensitive and proactive about devising ways in which a child with any disability can undertake virtually all, if not all, of the same activities and curriculum as other children. Improvements to the school site and buildings have incorporated provision for disability in adults and children. A copy of the academy’s accessibility plan is available on request.
The academy uses a range of methods to identify and support students who are able and talented, including specialised education provision in the classroom through evidence-based teaching methodologies. Students are encouraged to attend specialist clubs and activities to further develop their potential.
Aims and philosophy
It is now established in law that 'all children should receive a broad and balanced curriculum, relevant to their individual needs'. The legal arrangements for special needs apply to all students with a statement of educational needs or an education and health care plan (EHCP). Other students are helped in accordance with the guidance in the national code of practice. Students with exceptional abilities are not covered by these arrangements but the Academy does have a policy and various strategies to help talented students. However, any student in the school may need extra help at some time to assist with specific difficulties in handwriting, spelling, behavioural, emotional or mental health issues.
When students enter the school in Year 7 we have full information from the primary schools about their abilities and difficulties as well as their end of Key Stage 2 results. If students enter the school from a different area we make strenuous efforts to obtain information from their previous schools. All students complete a general reading and spelling test in Year 7, and those with reading or spelling difficulties are given regular tests during their time at Cromer Academy.
Most students’ needs are met by the teacher in the lesson. All staff have received some training in special needs provision, and many have attended courses related to teaching their own subject to special needs students. In addition, some staff are trained to administer diagnostic tests and reading, spelling and handwriting programmes.
Where possible, students with learning difficulties are in smaller classes and may have access to additional, in-class support. This support is not usually targeted at one student, but it enables extra help to be given to all students in the class by the class teacher as well as the teaching assistant. Students are encouraged and helped to access as much of the normal curriculum as possible and to become increasingly independent in their learning. Some students will be withdrawn from lessons for 1:1 or small group sessions. Computerised and non-computerised learning programmes are available to support student with needs.