SEND - Special Educational Needs and Disabilities

Welcome to the SEND department page.


This department is led by Miss L Burley (SENDCo)  and Mr S Viney (Deputy SENDCo) and it comprises of a team of specialist staff who support students across the two Academies. We are located in the Brundle building and our facilities include an Inclusion office, teaching room and a sensory room.


What we do:

We provide support for students who have additional learning needs relating to categories of SEND, defined in the DfE SEN Code of Practice document as:

  • Cognition and learning difficulties
  • Communication and Interaction difficulties
  • Sensory and physical difficulties
  • Social, emotional and mental health difficulties


Students requiring additional support have access to a range of interventions and provisions provided between 8am through to 4pm. Learning Coaches support students throughout the day through small group interventions and 1:1 mentoring. Our teaching staff, pastoral team and ACC staff are also a part of the offer and support with provide SEND students. 



Interventions include:

  • Reading comprehension
  • Numeracy support
  • Spelling and grammar workshops
  • ELSA (emotional literacy)
  • SALT (speech and language therapy)
  • Memory development
  • Hand gym
  • EAL (English as an Additional Language) classes
  • SULP (social use of language) support at break and lunch times
  • Homework club (afterschool)


We work closely with a range of external agencies who provide specialist support and advice for individual students depending on their needs. These agencies include:

  • SALT (Speech and Language Therapy)
  • Educational Psychologist
  • Paediatrician
  • Occupational Therapist
  • CAMHS (Child and Adolescent Mental Health Service)
  • Physiotherapist
  • Auditory and visual support services
  • Local Authority SEN/ Inclusion Team



Assessment and monitoring:

All students who enter the Academies are assessed for baseline reading, spelling and complete MiDYAS  testing. This information is used alongside other data to identify students who may require additional support. Intervention sessions are provided to target specific development needs and the progress of each student is monitored closely. Students who do not make progress in light of interventions are placed on the SEN register and further interventions may be offered. The SEN register is reviewed on an ongoing basis to ensure that students are moved through the SEN stages of the Code of Practice in an accurate and timely manner.


Support from Learning Coaches:

Classroom teachers and Learning Coaches communicate and work closely together to ensure that support is effective and builds upon learning they carry out in lessons. Learning Coaches often work with small groups of students to develop particular skills and regularly make use of multi-sensory teaching to pre and post teach basic skills and concepts, that will lead the student to make progress in the lessons.


Inclusive education:

We pride ourselves on being fully inclusive and all students attend mainstream lessons with their peers, to ensure they gain the highest specialist subject knowledge from their teachers. Staff at the Academy are continually receiving CPD on how to support a variety of additional needs, therefore in line with the DfE Code of practice, First Quality Teaching is at the heart of support for SEND students.

For further support on BCP’s services and provision to supporting parents and young people click here see the local offer.


SEND Downloads

Access Arrangement Policy (002).pdf 294KB Access Arrangement Policy
The Graduated Response_2019-.pdf 229KB The Graduated Response
Transition Process.pdf 225KB Transition Process
The Graduated Response Anxiety 2019.pdf 226KB The Graduated Response - Anxiety
SEND Report - 2021- GW.pdf 237KB SEND Report 2021
Special Educational Needs  Disabilities(SEND) - Sept21.pdf 401KB Special Educational Needs Disabilities (SEND) September 2021
Provision outline- 2021 - For website.pdf 156KB Provision Outline 2021
Inclusion Structure Jan 2022.pdf 148KB Inclusion Structure January 2022

High Achievement, High Standards

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