Special Educational Needs Department
Welcome to our Special Educational Needs Department
Here you can find:
- Details of our SEND staff
- SEND Curriculum Intent Statement
- Curriculum Implementation - SEND specific
- Curriculum Intent - SEND specific
- More information about SEND at Airedale Academy
Our SEND staff are:
SENCO's - Mrs Phillipa Lowe and Mrs Helen Tordoff
HLTA's - Miss Angela Bugg, Ms Chelsea Holland, Miss Megan Jarvis and MR Cliff Robertson
ESA's - Mrs Crompton, Mr Davies, Mrs Jones, Mrs Lockwood, Ms Marcon, Mrs Price, Ms Sherrington and Miss Shields
Airedale Academy’s SEND
Curriculum Intent Statement
As a member of Northern Ambition Academies Trust, we ensure that our curriculum is ambitious, rich in skills and knowledge, develops independent learning, promotes diversity, curiosity and tolerance of other cultures alongside incorporating the Trust’s values of Ambition, Bravery and Respect.
Airedale Academy’s SEND curriculum intent:
● celebrates the inclusion of students with special educational needs and disabilities through both quality first teaching and specialist additional support.
● fosters independence in all SEND learners through repetition and overlearning of key literacy and numeracy skills using targeted interventions and differentiation across all subject areas.
● provides opportunities for SEND pupils to access extra-curricular experiences such as school trips and after-school clubs.
● ensures that all SEND students are equipped with the tools needed to become independent, inquisitive learners both within and outside of the classroom.
● allows students with SEND to be identified as early as possible, to ensure that progress and opportunities are maximized.
● ensures that all SEND students have access to a broad and balanced curriculum which is personally tailored to enable all learners to recognise the relevance and purpose of learning.
● provides an accessible learning environment which is suited to the individual needs of all students.
● develops students’ independence and life skills and ensures that they are fully supported in their transition to the next stage of their education.
● regularly monitors the progress of students with SEND, using a child-centered approach.
● provides good quality and relevant training for all staff members supporting children with SEND.
● to work in partnership with parents and carers and to liaise closely with external agencies and other professionals to ensure a multi-agency approach.
At Airedale Academy, every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child. We ensure that all pupils with SEND will:
· Be included in all aspects of the school day, including social times and extra-curricular activities.
· Be provided with quality first teaching, differentiated to their needs.
· Be respected and their contributions valued and acknowledged.
· Be assessed regularly to review their small steps of progress.
· Be supported with their learning with interventions tailored to their specific need(s). This may include 1:1 or small group interventions to embed essential phonics, numeracy or literacy skills.
· Be able to develop their social and emotional wellbeing by accessing interventions such as ELSA, Talking Partners or Lego Therapy.
· Have additional support from our school mentors.
· Receive additional support in lessons which promotes inclusivity and independence.
· Work alongside external agencies such as an Educational Psychologist, Speech and Language Therapist, Occupational Therapist and SENDIASS to develop specific targets/programmes tailored to the child’s individual needs.
Students with SEND at Airedale Academy will:
· feel happy, safe and included.
· demonstrate high levels of engagement in activities, developing their speaking, listening and social skills.
· make good progress from their starting points due to the use of specialist support and small group interventions which meets their individual needs.
· have developed good independence and life skills
· be prepared for the next step in their lives.