Executive SENCO: Mrs Sarah Davies
SENCO: Dr Philip Miles
Head of Learning Support: Miss Niki Johnstone
Contact: 01400 272422 (via the school office)
SEND Governor: Mr Glenn Mounsey
Useful SEN related terminology:
Sir William Robertson Academy currently follows, and complies with, the Special Educational Needs and Disability Regulations (September 2014) as well as the Equality Act 2010. Along with supporting local advice and systems, these allow us to support children with additional needs effectively to ensure they have access to the breadth of the curriculum. Please find some important documentation below.
Sir William Robertson Academy is an inclusive school that values all of its children: the teaching and learning achievements, attitudes and well-being of every pupil are at the heart of everything we do. The diversity of individuals is valued and respected and new opportunities are offered to pupils who may have experienced previous difficulties. We aim to encourage all pupils to recognise their own unique qualities, as well as the characteristics they share with other pupils.
The code of practice defines SEND as: a child or young person who has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child has a learning difficulty or disability if he/she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities generally available in mainstream school.
During their time at school, many children experience difficulties in one or more areas of learning and development; some may experience difficulties in more than one area at a time. The SEND Code of Practice identifies four key areas of SEND which are used to help us identify additional needs and plan support.
All pupils at Sir William Robertson Academy have access to high quality teaching and support, regardless of ability. Many pupils will need extra help in one or more areas of the curriculum at some point during their school lives and for the most part this is done within the classroom by adapting teaching or resources. For a small number of children, more specific support or resources are often needed to help them continue to develop and achieve. This might mean more targeted support, or referral to external professionals, such as an Educational Psychologist, Speech and Language or Occupational Therapist who can advise us further or may be able to diagnose specific difficulties.
Sir William Robertson Academy follows the Graduated Approach to SEND provision. Pupils who are identified as having SEND, some of whom may have EHC Plans, are recorded on the SEND register and will be supported by an Individual Education Plan (IEP). The SEND Register is maintained and monitored by the SENCO, and IEPs are composed by the SENCO. The SEND register is a fluid document, so some children may come off the register after a short period of support whereas some may need help all the way through school, as determined by a review of the child's progress against their IEP targets at regular intervals of no less than three times per year. More details about the SEND support we provide within Sir William Robertson Academy can be found in our SEND Policy (link above).