At Red House Academy we are committed to the equal inclusion of all students, in all areas of academy life. We recognise the diverse and individual needs of all of our students, from all cultures and backgrounds, and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND).
We recognise that all students are entitled to a quality of provision which will enable them to achieve their potential: to be healthy; safe; enjoy and achieve; make a positive contribution and achieve economic well-being. Students are taught along with their peers in mainstream lessons. Staff are committed to understanding the nature of each individual’s needs and how these can best be met in and beyond the classroom. Making progress is an essential element of every lesson; therefore quality assurance checks are in place to ensure this happens.
We believe in positive interaction; removing barriers to learning; raising expectations and levels of achievement, and working in partnership with other agencies in order to provide a positive educational experience for all SEND students.
A student has SEND if they have learning difficulties or disabilities that make it harder for them to learn, than most other students of the same age.
Should a parent or carer have a concern about the special provision made for their child they should in the first instance discuss this with the SENDCo.
The SEND Code of Practice can be found here:
Teachers at Red House Academy are able to adapt their teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.
Students may have access to provision to support dyslexia /develop literacy / numeracy / dyspraxia in the form of:
– 1-1 and/or small group intervention during VMG tutor time:
Students may have access to provision to support difficulties associated with Autistic Spectrum Disorder (ASD) in the form of: