“Pupils who have special educational needs, (SEN) and/or disabilities, make good progress because of the highly skilled support that they receive.  (Ofsted Feb 18)

 

We are proud of the provision that we provide for all children.  Our provision for children with additional needs and disabilities (SEND) is a strength of the school.  We are proud to have Tameside's Primary aged Hearing Resource Base provision incorporated into our school.  The base has capacity for 8 children.

The Academy's Special Educational Needs Co-ordinator is Miss Rachell Farebrother. You can contact her on 0161 320 0002.

Please see below for additional information on our SEND provision.

Special Educational Needs Policy

 

For enquires into our Hearing Impaired Resource Base provision, please contact the school or use the Tameside SEN website https://www.tameside.gov.uk/sen/guidance/introduction

 

Accessibility Plan 2022

Linden Road Academy and Hearing Impaired Resource Base has adopted this accessibility plan in line with the school’s special educational needs policy with the aim to ensure that our school is socially and academically inclusive, that all pupils have access to a full curriculum, and that all pupils are appropriately challenged.

 

Our special educational needs policy outlines the provision that our school has in place to support pupils with special educational needs and disabilities (SEND), and the school’s publication of equality information and objectives explains how we ensure equal opportunities for all our students. Increased access to the curriculum, physical access to the school, and access to information are particular to students with SEND, and this accessibility plan provides an outline of how the school will manage this part of the SEND provision.

Please refer to our special educational needs policy for an outline of the full provision that our school has in place to support pupils with SEND. 

 

1. Access to the curriculum, information and associated services

 

Pupils with SEND will be given access to the curriculum supported by the school’s specialist SEND provision and in line with the wishes of their parents and the needs of the individual.

 

Every effort will be made to educate pupils with SEND alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made. 

 

The school curriculum is regularly reviewed by the Head teacher together with the SENCo, to ensure that it is accessible to pupils of all levels and abilities, and supports the learning and progress of all pupils as individuals. This includes learning outside the classroom.

 

It is our aim to ensure that all resources and SEND provisions are being used effectively and efficiently within the school setting in order to support the taught curriculum and enable pupils to reach their full potential. The school does this by: 

 

  • keeping staff fully informed of the special educational needs of any pupils in their charge including sharing progress reports, medical reports and teacher feedback
  • providing regular training and learning opportunities for staff in all departments on the subject of SEND and SEND teaching; school staff should be up to date with teaching methods that will aid the progress of all pupils including those with

SEND

  • making use of all class facilities and space
  • using in-class provisions and support effectively to ensure that the curriculum is differentiated where necessary
  • making sure that individual or group tuition is available where it is felt that pupils would benefit from this provision
  • any decision to provide group teaching outside the classroom will involve the SENCO in providing a rationale and focus on flexible teaching. Parents will be made aware of any circumstances in which changes have been made
  • setting appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels
  • listening to pupils’ views and taking them into account in all aspects of school life.

 

  1. Sensory and physical needs

 

The school has some of the following adaptations in place to meet sensory and physical needs and those not yet present are being planned for the future:

    • appropriate seating, acoustic conditioning and lighting
    • adaptations to the physical environment of the school
    • adaptations to school policies and procedures
    • access to alternative or augmented forms of communication
    • provision of tactile and kinaesthetic materials 
    • access to low vision aids
    • access to specialist aids, equipment or furniture
    • regular and frequent access to specialist support.               
  1. Reasonable adjustments

 

The school will also make reasonable adjustments for individual students who need extra provision than that which is already in place to make sure that all students are involved in every aspect of school life, and that all barriers to learning are removed. These may fall under the following headings: 

 

The building and grounds:

    • audio-visual fire alarms
    • assistance with guiding.

Teaching and learning:

    • Specific equipment
    • Additional assistance from a member of staff
    • A device to support learning and communication

 

This accessibility plan will be evaluated every 3 years to monitor its effectiveness and ensure that it covers all areas of accessibility that are needed in the school,

 

January 2022.  To be reviewed December 2024