Special Educational Needs & Disabilities Policy / Accessibility Policy

Click here to download PDF Davidson Primary Academy Accessibility Policy Plan 2016-19
SEND Report

All Croydon Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs or disabilities. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

To view the SEND Report click here for PDF

SEND Policy

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Davidson Primary Academy provides a broad and balanced curriculum for all children. The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress. This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

To view the Policy for children with Special Educational Needs and Disabilities click here for PDF

EHCP – Education, Health and Care Plan
SEND – Special Educational Needs/Disabilities
SENCO – Special Educational Needs Co-ordinator

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Davidson Primary Academy provides a broad and balanced curriculum for all children. The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress. This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

At Davidson Primary Academy, we aim to enable all children to achieve their full potential and to develop the skills and processes required for them to become independent learners. We will support children to help them to develop a positive self-image and we will offer them purposeful learning experiences. We value our collaborative approach, ensuring that the voices of the children and their parents/carers are included. Aspirations of pupils and their families are recognised, valued and developed; no child will be discriminated against because of disability or learning difficulty. We aim to create an environment where there is a place for everyone and there is a feeling that they belong.

This policy has overarching links with several key school policies in place. It also complies with Section 19 of the Children and Families Act 2014. It is written with reference to inclusive education in accordance with:
* Articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities
* Equality Act 2010: advice for schools DfE Feb 2013
* SEND Code of Practice 0 – 25 (June 2014)
* School Admissions Code of Practice
* The Special Educational Needs and Disability Regulations 2014 (linked to clause 64)
* Schools SEND Information Report Regulations (2014)
* Statutory Guidance on Supporting Pupils at School with Medical Conditions (April 2014)
* The National Curriculum (updated May 2015)
* Safeguarding Policy
* Accessibility Plan
* Teachers’ Standards 2012

This policy has been created by the Trust SENCOs with the support of the SEND Governor, in liaison with the School Leadership Team, staff and parents of pupils with SEND, in accordance with the Department for Education’s new arrangements for supporting children and young people with special educational needs and disabilities. The result is a better, family-centred approach, focusing on personal goals, increased family involvement and changes to the way SEND children receive support.


1. To identify pupils who have special educational needs and disabilities
2. To develop and monitor appropriate provision for pupils who have special educational needs and disabilities
3. To follow the guidance provided in the SEND Code of Practice 2014 and the relevant legislation and advice as listed above
4. To ensure that the provision of support is met through Quality First teaching and appropriate interventions required
5. To ensure that the Special Educational Needs Co-ordinator (SENCO) will work alongside parents and relevant staff
6. To provide support, advice and training for all staff working with pupils who have special educational needs
7. To value contributions from parents, carers and the child and to ensure that they are fully involved in discussions and decisions about every aspect of their child’s SEND
8. To seek and act upon advice from outside professional agencies to meet pupils’ needs
9. To ensure a high level of staff expertise in order to meet the children’s needs through appropriate training and support
10. To monitor the progress of pupils to ensure they reach their potential
11. To acknowledge the aspirations of the pupils and their parents/carers

The school’s admission arrangements are set out in the school prospectus and make it clear that the school will not discriminate or disadvantage pupils with a disability or SEN.
The Code of Practice requires a school to admit all pupils who have a Statement of Special Educational Need or Education Health and Care Plan where it is has been requested by parents as their school preference and named by the Local Authority (LA).
The LA must comply with this request and name the school in the Statement/EHC plan unless:
* it would be unsuitable for the age, ability, aptitude or SEN of the child
* the attendance of the inclusion of the child would be incompatible with the efficient education of others at the school or the efficient use of resources.
0ur school will liaise closely with the Croydon SEN team to ensure that any decisions on placement and provision for a pupil with a Statement or Education Health and Care Plan are in the best interests of each child and the wider school community as outlined above.
The SENCO in collaboration with parents and other key agencies will ensure appropriate provision is in place to support pupils with SEND entering the school.

Identifying and Monitoring Special Educational Needs (SEND)

Defining SEND: The 2014 Code of Practice says that:
A person has SEND if they have a learning difficulty or disability that calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability that prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. Taken from 2014 SEND Code of Practice: 0 to 25 Years – Introduction xiii and xiv

We recognise the importance of early identification and aim to identify children’s special needs as early as possible. The skills and levels of attainment of all pupils are assessed on entry, building on information from their previous setting. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. As part of this process the needs of the whole child will be considered, not just the special educational needs of the child.

The school also recognises that other factors may influence a child’s progress and attainment, but do not necessarily mean that the child has a special educational need. This might be:
* Disability, where reasonable adjustment under the Disability Equality legislation can enable a child to make expected progress
* Attendance
* Health and welfare
* English as an additional language
* Being in receipt of Pupil Premium grant
* Being a looked-after child
* Being a child who experiences frequent locational moves e.g. children of service personnel/travellers

A rigorous, ongoing system of progress monitoring across the school takes place on a half-termly basis. This identifies pupils who are not making expected progress and may include progress in areas other than attainment, such as social, emotional and mental health, speech and language and physical ability.

Meeting the needs of pupils with SEND

Quality First Teaching
Quality First Teaching, differentiated for individual pupils, is the first step in meeting the needs of any pupil who has or may have special educational needs. Class teachers are responsible and accountable for the progress and development of all the pupils in their class.

Levels of SEND Support

When it is evident that a pupil will require higher level and more tailored support than is available from everyday teaching we will offer Additional SEN Support.
Parents will be formally notified that their child will receive this additional support and placed on the SEND register where his/her progress and provision can be monitored more closely and reviewed on a regular basis.

Once identified as requiring additional SEN support, pupils will receive a tailored package of support to target key areas of difficulty.
This will be managed through a four part cycle of assessment, planning, intervention and review. This cycle is known as the Graduated Response and follows the model described in the SEND Code of Practice. It will enable a growing understanding of the pupils’ strengths and barriers to learning. It will ensure that any additional provision is closely matched and will support progress towards short and long term targets and outcomes.
Depending on the needs and progress of each pupil, successive cycles may draw on more detailed approaches, more frequent review and referral and input from external agencies.

The level of support offered to children on the SEND register (the graduated response) ranges from short term targeted interventions through SEN support to involvement of the external agencies depending on the needs identified.
Where pupils require support from a range of agencies in addition to education, or require education in a specialist setting, an Education, Health and Care Plan will be considered by the Local Authority.

The Graduated Response:
Once identified as requiring additional SEND support a more detailed assessment of the pupil’s needs will be carried out. This will include further discussions with parents and, when appropriate, the pupil. It may draw on assessments and reports from external agencies involved with the pupil such as speech and language therapist. The SENCO may also carry out more diagnostic assessments of needs in key areas of difficulties.
Each pupil’s difficulties will be considered against the four broad areas of needs:
1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health difficulties
4. Sensory and/or physical needs
Davidson Primary Academy recognises that it is highly likely that the needs of individual pupils will overlap across one or more of these areas of need or that needs may change overtime.
This comprehensive assessment will give a detailed picture of each child’s strengths and special educational needs.

The school will use the information from the assessment to draw up a plan to outline the support that will be offered. The plan will:
* Be outcome focused where the desired benefit or difference from any intervention is clearly identified and matched to need
* Detail the range of additional interventions and approaches that will be made available to support progress towards these outcomes
* Highlight the ways parents and pupils can work in partnership with the school to support progress towards targets and outcomes.
* Give details of the role and input of external agencies when they are involved with a pupil
This plan will be recorded as an individual support plan.
This plan will be shared with all key teachers and support staff so that they are fully aware of the outcomes sought, the support on offer and any particular teaching strategies and approaches and resources that have been agreed.
Parents will receive copy of this plan with a specified time frame to show when it will be reviewed.

Class teacher, with the support of the SENCO, will take the responsibility for overseeing the implementation of the plan. This will ensure that the additional support offered is linked closely to the general curriculum offer and maximise the opportunities to reinforce and consolidate key skills within the context of the class.
This will be particularly important when the intervention takes place outside of the classroom. There will be regular liaison and feedback with staff delivering interventions so that any required refinement of the support could be managed promptly.

The impact of any additional support offered will be reviewed at least termly. Parents will be invited to attend this review meeting along with pupils when this is appropriate.
This review may be included in the general school cycle of parental consultation meetings. However, where the pupils’ needs are more complex and they receive support from a range of specialist agencies a separate review meeting will be arranged so that all key parties can contribute and share views on progress and subsequent provision.
At the review the following will be considered:
* Impact of each element of the intervention towards the identified outcomes
* Pupils’ response to the support and view of their progress where this is applicable
* Views of parents and specialist agencies
* Next steps with refinement and adjustments to the support offered as required
Where progress has been limited, further analysis and assessments will be made to ensure the provision offered matches the nature and level of needs. If not already involved and with the agreement of parents, the SENCO will make a referral to a specialist agency.
A full list of external agencies the school uses to support the progress and welfare of pupils with SEN is included in Appendix 1.

Removal from the SEND Register:
Where evidence shows that a pupil has made good progress and achieved the outcomes set they will no longer require additional SEN support and his/her name will be removed from the register.
Parents will be formally notified of this decision.
Progress will continue to be monitored regularly as part of the termly tracking for all pupils.
Support for Pupils with Significant Needs:
The additional needs of most of the pupils with SEND at Davidson Primary Academy can be met by interventions and resources available from the school budget.
In a few cases for pupils with the most significant needs it may become apparent that he/she will require a more comprehensive and individualised package of support to help them achieve their outcomes and remove barriers to learning which cannot funded long term from the school’s own resources and budget. Where this is the case the SENCO, in consultation and agreement with parents and other specialist agencies, will make a request to the Local Authority for an Education Health and

Care Plan (EHC plan) assessment.
Education Health and Care Plans:
An education health and care plan is for children and young people aged up to 25 who need more support to overcome difficulties that is available from funding and resources paid directly to the school.
Each plan gives specific details of any educations needs or health and social care needs which impact on learning achievement and identifies the range and nature of support that must be in place to support progress. The LA provide top up funding to cover the cost of provision that is higher than funds available to the school.
More information about EHC plans, including criteria for requesting an assessment for an EHC plan can be found on the Croydon SEND Local Offer:

If a pupil has an EHC Plan it will be formally reviewed annually. Any additional support offered will continue to be reviewed and modified termly, taking into account the views and contributions of parents, pupils and external agencies.

This information can be found on our school website and includes:

* Local Authority Local Offer
* Your SEND Information Report
* School policy on medicines and medical treatment
Access Arrangements are as listed on the SEND Information Report. Any adjustments regarding access are linked with the desirable improvements as listed in the Disability Equality Scheme. See Accessibility Plan 2014 for further information.

The school recognises that pupils at school with medical conditions should be properly supported so that they can have full access to education, including school trips and physical education.

These arrangements are set out in an Individual Health Care Plans (IHC).
The IHC plans will detail the type and nature of support that will be available. These plans will be:
* Produced through collaboration with parents, pupil as appropriate, and health professionals
* Shared with all relevant staff
* Reviewed at least termly or sooner to reflect changing needs and support

Where a pupil with a medical condition also has a disability or SEN the IHC plan will be closely linked to educational special provision so that there is a coordinated approach.
Staff who have responsibility to support a pupil with medical needs, including the administration and supervision of medication, will receive appropriate, ongoing training and support so that they are competent and confident about their duties.
Full details on the arrangements to meet the needs of pupils with medical conditions are set out in a separate policy which can be found on the school website.

The school receives additional funding from the Local Authority each year to facilitate the needs of pupils requiring additional SEN support. The value of this funding varies between each school informed by a set of indicators. The level of funding is not adjusted in year to reflect any changing demand for SEN provision.
The school leadership through consultation with the SENCO and Governing Body decide on how this funding will be deployed to meet the range and level of need for pupils with SEND across the whole school.

Our school is committed to an ongoing programme of training and support to enable teachers and support staff to have the understanding and skills required to differentiate and scaffold learning for the pupils with a range of SEND within everyday teaching.
The training needs of staff, including support staff, are regularly reviewed, and planned for, so that all staff are well equipped to meet the needs of the most common barriers to learning. Where pupils present with rarer difficulties, staff can access training and support from specialist teachers or therapists. All staff are actively encouraged to take advantage of training and development opportunities.

All teaching and support staff undertake induction training when taking up their post. This includes meeting with the SENCO to explain the systems and structures in place around to the school’s SEND provision and practice, and to discuss the needs of individual pupils.

The SENCO regularly attends the Local Authority SENCO Forums in order to keep up to date with local and national updates in SEND. The SENCO also attends local cluster group meetings to share good practice.

It is the expectation within our school that teachers provide inclusive Quality First teaching for all children. Consultation with the SENCO and parents ensures that further intervention and support is developed and monitored for SEND pupils. The key responsibilities of the SENCO are in line with the Code of Practice 2014. These can be found listed on the school’s SEND Information Report. It is an expectation that the SENCO works closely with the Head Teacher, key teaching staff, governing body and outside agencies to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

Other key staff who are actively involved in supporting and coordinating SEND provision and part of our wider inclusion team include:
Designated persons for Safeguarding:
Lynne Dando
Patrick Mbanga
Sandra Afflick
Suzanne Eve

Attendance Officer: Louise Linford
Family Link Worker: Sandra Afflick

Monitoring and Implementation

The Accessibility plan targets will be reviewed annually and the policy updated and publish on the Academy website every three years




Policy written by

Penelope Tait


Agreed by Committee

Premises Committee


Adopted by Governing Body

Full Governing Board


To be reviewed every three years

Review by



Review by Committee



Adopted by Governing Body




To be reviewed: Autumn Term 2019

Appendix 1: Links with Local and National services and organisations to support implementation of the SEND policy.:
Croydon Educational Psychology Service Tel: 020 8604 7300
Croydon CAMHS Tel: 0203 228 000 www.slam.nhs.uk
Occupational Therapy 020 8274 6854/50
Children’s Physiotherapy 020 8274 6853
Speech and Language Therapy 020 8714 2594
Community Paediatricians 020 8274 6300
Peripatetic Visual Impairment Service 020 8760 5784
Peripatetic hearing impairment service 020 8760 5783
Croydon Locality Early Help earlyhelp@croydon.gov.uk
Croydon Primary Behaviour Support Team 020 8686 0393
Primary Fair Access Panel 020 8726 6162 Valerie.Burrell-Walker@croydon.gov.uk
Secondary Fair Access Panel 020 8726 6162 Valerie.Burrell-Walker@croydon.gov.uk
Parents In Partnership (PIP) 0208 663 5626 www.pipcroydon.com/
SENDIAS (SEND support for parents and carers)

Contact a Family 0808 808 3555 www.cafamily.org.uk/advice-and-support/
Council for Disabled Children 0207 843 1900 www.councilfordisabledchildren.org.uk/



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