Special Educational Needs (SEN)
Welcome to our SEND department page, providing information on the support we provide for students who have Special Educational Needs or Disabilities. We hope you will enjoy reading about the variety of ways in which Archbishop Sentamu Academy is able to support students with special educational needs and/or disabilities to reach their full potential.
Special Education Needs (SEN) can also be reffered to as Additional Educational Needs (AEN).
Our Special Educational Needs Co-ordinator (SENCO) is Miss Charlotte Bowes. Our Governor with responsibility for SEND is Alison Smith.
Archbishop Sentamu Academy fully endorses the SEND Code of Practice (2014) core principles.
All children and young people are entitled to an education that enables them to make progress so that they:
-Achieve their best
-Become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, -further or higher education or training
-We are committed to ensuring that all students make good progress. This may involve providing additional small group support before and after the academy day plus additional support within the academy day, individually or in a small group, focusing on individual needs.
For further information and guidance, please click on;
Accessibility plan for disabled pupils
Whole School Provision Map
SALT Special Educational Needs Policy
Parental SEN Q&A
It is our goal to ensure that all students have the support that they need in order to thrive academically and make positive contributions to life at our Academy.
Our SEN department works closely with parents, teachers and the students themselves, to put together a support plan to help overcome any barriers to learning students may face on their journey towards adult life.
A young person has learning difficulties if they:
Have a significantly greater difficulty in learning than the majority of children of the same age
Have a disability which prevents or hinders a child from making use of educational facilities of a kind provided for children of the same age within mainstream classes.
There are two levels of support which a student may receive:
Academy support or a support from a Statement or Education, Health and Care Plan (EHCP), students personalised support plans include support in the form of:
Invitation to attend extra-curricular clubs or intervention groups
Targeted support from support teachers or Teaching Assistants in lessons
Advice external professionals including Speech and Language Therapy Team, Autism Team and Occupational Therapy Team
Support from an Educational Psychologist
Exam Access Arrangements
We believe that working together is the key to progress and success.
For further information please do not hesitate to contact Miss C. Bowes (SENCO) at the academy.