How does the school identify children with special educational needs?
Kader Academy assesses pupils termly and tracks their progress against national expectations and prior attainment. Pupils who do not meet their expectations are identified by teachers as needing extra support. They may receive this help in the classroom or may receive small group or individual support through focused intervention. At the earliest point of concern, an ‘initial concerns form’ may be completed to inform the SENDCo of the support being put in place. Children may then be placed onto a nurture register to be monitored more closely. If progress continues to be a concern, discussions between the SENDCo, class teacher and parents will identify whether to place the child onto the SEND register. This decision will only be made once a graduated approach has been followed, alongside consistent intervention and consideration for external assessments.
The pupil will then be given a SEND Support Plan (SSP) which will contain details regarding the pupil’s specific area of need, strengths, areas of concern, and targets. These targets are identified based on the pupil’s individual needs and gaps in learning and are specifically designed to improve outcomes. The SSP also highlights key interventions and provision that will be provided to ensure full support.
If progress remains limited despite intervention, the SENDCo may consider a referral for external specialist support, such as: Educational Psychology (EP), Learning and Language Team (LLT), Child and Adolescent Mental Health Service (CAMHS), or inclusion and outreach teams. Applying for an EHCP ( Educational Health Care Plan) will also be considered if need warrants it.
How do we involve parents in planning for these needs?
Discussions with parents happen as soon as concerns arise. Teachers will discuss these concerns and gather the parents’ views. At Kader Academy, we follow a graduated approach and ensure parents are included throughout.
Once a decision is made to place a child on the SEND register, an SSP will be created collaboratively with parents and, where appropriate, the child. We value both the parent and pupil voice throughout this process.
Reviews take place three times per year to evaluate provision, review progress, and set new targets. SSPs are shared with parents and copies provided. Meetings can also be requested at any time. During parents’ evenings, the child’s targets and home support strategies are discussed.
For pupils assessed by external agencies, parents are invited (as appropriate) to meet with specialists and the SENDCo to discuss results and receive a copy of the report.
Who in the academy will support my child and how will this be monitored and evaluated?
Kader Academy implements a comprehensive inclusion model, ensuring that all children—regardless of ability—can thrive academically, socially, and emotionally. Inclusive practices are embedded in our teaching, curriculum design, classroom environment, and ethos.
Support for children with SEND follows the graduated approach outlined in the SEND Code of Practice (2014) and follows the assess, plan, do, review cycle. Primary responsibility for a child’s progress lies with their class teacher, supported by Teaching Assistants and specialist staff through quality first teaching and targeted interventions.
Teaching Assistants work closely with pupils across both Key Stages. Children with higher levels of need may access additional support where appropriate. Progress is reported termly, and intervention outcomes are tracked separately. SSPs are reviewed three times per year—or sooner if accelerated progress is made.
Kader Academy works with The Bungalow Project to support pupils with SEMH needs, offering assistance to both children and families. Kader Academy also employs a school counsellor who is available to work with children as the need arises. This is a useful and powerful tool.
External professionals (e.g., EPs, LLTs, OTs, CAMHS, S&L therapists) may work with pupils in school following referrals.
Who are the members of the SEND Team?
- Laura Yendall – SENDCo and Deputy Head Teacher
- Rosie Smith – SENDCo Assistant
- Gail Potter – Inclusion Lead
- Victoria Emms – Assistant Head Teacher
- Laura Blackwood – School councillor and PSA
- Linda Rahmani – SEND Administrator
SEND issues can also be discussed with the class teacher and the Head Teacher Mrs Donald. At Kader Academy every teacher is a teacher of SEND.
How are decisions made about the type and amount of provision a young person will need?
Decisions are based on the child’s individual needs, made collaboratively by the SENDCo, class teacher, and parents. This may include high-quality teaching, small group or targeted interventions, additional adult support.
External specialists may offer additional recommendations following assessment. Interventions are reviewed regularly, and strategies adapted if needed
Kader’s inclusion model ensures that provision is effective and monitored. This in-house approach ensures that children are receiving provision created and tailored by staff that know them best, whilst also incorporating external professionals’ recommendations.
The SEND register is fluid, and pupils may be removed when sufficient progress is made.
How will the curriculum be matched to the needs of the young person?
At Kader Academy, we hold high expectations for all pupils. Reasonable adjustments and tailored support ensure access to a broad and balanced curriculum for all. Lessons are planned with SEND needs in mind, and may include scaffolding, resources like overlays, pencil grips, enlarged print, ICT support, and visual aids etc.
The curriculum is engaging, creative, and practical. All pupils are supported to achieve outcomes in line with their peers through effective planning, quality first teaching, and differentiated strategies.
How accessible is the school environment?
- Disabled ramps at main entrances and key access points
- Sensory needs considered and catered for
- Ground floor and grounds accessible to all
- Disabled toilet and shower facilities available
How will both the school and the parent know how the young person is doing and how will the school support their learning?
- Pupil progress tracked termly
- Formal Parent/Teacher consultations two times per year
- Written annual report provided
- Additional meetings offered for SEND pupils involving SENDCo and external agencies
- Weekly homework, reading diaries and SEESAW parental access promote parent engagement and information sharing
The SENDCo and Parent Support Advisor (PSA) work with families to offer advice and ensure home-school partnership.
What support will there be for the young person’s well-being?
Pastoral support is offered through the PSA, The Bungalow Project (which can provide counselling, play therapy, and CAMHS referrals) and ELSA support is also offered by the school inclusion lead. Staff follow a comprehensive medicine and health policy, and health plans are developed with the School Nurse as required. All staff at Kader care about all of the children. Our family ethos and culture ensures that Kader is a warm and nurturing environment where children feel safe and loved.
First aiders are always available. All staff receive annual safeguarding training and are up to date with Keeping Children Safe in Education (2025) guidance.
What specialist services and expertise are available or accessed by the school?
- School Nursing Service
- Educational Psychologist
- Speech and Language Therapy
- Visual/Hearing Impairment Services
- Occupational Therapy
- Learning and Language Team
- Middlesbrough Support Services
- Cleveland Unit Child Development Centre
- Early Years Specialist Support Service
What training have the staff supporting children and young people with SEND had or are having?
Training is responsive to pupil needs. Past training has included:
- Autism outreach (Beverly School)
- ASC training ( The Autistic Advocate)
- Various SEND training through The National College
- Hearing Impairment
- Safeguarding and medical training (epi-pens, diabetes, epilepsy, inhalers)
The SENDCo provides regular CPD, guidance and support to teaching staff and liaises with Middlesbrough Outreach for additional support as required.
How will the young person be included in activities outside the classroom including school trips?
Kader Academy is fully inclusive. All pupils access educational visits and extracurricular activities. Reasonable adjustments and risk assessments are made. In some cases, parents may be invited to accompany their child. All efforts are made to ensure equitable participation.
How will the school prepare and support the young person to join the school or transition to the next stage of education?
- Welcome meetings for new starters and new age groups
- Pre-entry visits
- Enhanced transition for pupils with SEND moving to secondary school
- Year 6 staff and a member of the SEND team meet with secondary colleagues
- Secure transfer of pupil files and support plans
- SENDCo or a member of the SEND team may accompany parents and pupils on visits to alternative provision or specialist settings if needed
- Enhanced internal transition provided for those who require it
How are the school’s resources allocated and matched to the young person’s special educational needs?
Resources and staffing are allocated based on need and funding. This includes:
- Additional adult support
- Small group intervention
- Bespoke resources
- Specialist training
Provision is mapped using a graduated response and reviewed regularly to ensure it meets each child’s evolving needs.
FURTHER INFORMATION
Parents can discuss any SEND concerns with:
- The Class Teacher
- The SENDCo, Laura Yendall
- The Principal, Mrs Donald
All staff are contactable via the school office.