SEND

Curriculum Lead : Mrs S. Kennedy

Vision

Kader Academy aims to develop little people who feel safe and happy. We want them to develop a strong sense of pride, not only in themselves, but of their local area and its heritage. We value the importance of strong relationships with our families and our sense of community is at the heart of all we do. We know that our diversity is our strength and we will strive to ensure that the children’s compassion and kindness makes the world a better place. We will inspire curiosity through engaging experiences that promote a profound love of learning. We want them to know that their learning knows no bounds and with self-belief and determination, they can achieve the impossible

At Kader Academy we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.

Intent: Why our SEND curriculum looks like this

Kader Academy prides itself in being very inclusive and will endeavour to support every child regardless of their level of need, in line with the SEND Code of Practice 2014. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

Therefore, we aim to:

• Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
• Include and value the contribution of all families to our understanding of equality and diversity.
• Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
• Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
• Make inclusion a thread that runs through all of the activities of the school.
• Value parent & pupil voice in the Assess, Plan, do, Review cycle & throughout all elements of the provision & support for pupils.

Implementation: How we will achieve this

To successfully match pupil ability to the curriculum Kader Academy aims to:

• Ensure that all pupils have access to the school curriculum and all school activities.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
• Pupils to gain in confidence and improve their self-esteem through developing a growth mindset.
• To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
• To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
• Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
• To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
• To give every child the entitlement to a sense of achievement.
• To regularly review the policy and practice in order to achieve best practice.
• To make reasonable adjustments to access and to the curriculum to provide the best provision for all pupils.

Impact: The approach at Kader will ensure that:

In order to measure the Impact of the provisions and support put in place for our pupils with special educational needs and disabilities, Kader academy aims to:

• Follow the Assess, Plan, Do, Review cycle in accordance with the SEND Code of Practice 2014.
• Identify pupils at the earliest opportunity who seem to be making significantly less than expected progress.
• Make arrangements for intervention & monitoring of these pupils within a ‘Nurture Group’.
• To identify pupils continuing to make significantly less than expected progress over a sustained period of time, and following initial Nurture Group intervention.
• Work collaboratively with parents and the child to assess their concerns, needs and support requirements.
• Provide those pupils with a SEND Support Plan – identifying their needs, barriers to learning and provision required in order to help them learn and achieve.
• Complete a sustained period of intervention, provision and support, which will be reviewed on a half termly basis for impact on progress.
• Review SEND Support Plans, alongside parents and child (where deemed appropriate) in order to asses impact and plan the next steps for each child.
• The SENDCo will work collaboratively with parents, teachers and other professionals to continuously monitor progress and review support in place for each child to consistently ensure maximum impact for each child.
• Referrals for external assessments will be made where progress continues to be of concern or with a change in the child’s presenting needs.