We promote a ‘whole school approach’ to teaching and learning which involves staff adopting a model of high quality inclusive practice. This aims to: 

As an inclusive school, children with every type of need, including all categories of SEND such as cognition and learning difficulties, speech language and communication difficulties, social, emotional and mental health difficulties and sensory and physical difficulties, are supported and we endeavour to ensure that every child in our school makes good progress and is well prepared for adulthood. The school liaises with external agencies such as CAMHS and Educational Psychologists to ensure the best provision is in place for all of the children.  

All children are different, so we spend time identifying the individual needs of all children, whether they have a special educational need or not, before they enter the academy and throughout their school life. 

Sometimes, we are informed about their needs by parents; sometimes by external agencies already working with them; sometimes needs are identified as we get to know the child and realise that they are not making the expected level of progress, often because they cannot access the curriculum in the same way as other children their age can. Class teachers will plan work and interventions accordingly so that the child is making progress and is accessing a curriculum that is right for them.  

The academy takes its responsibility around equality and inclusion seriously, each child is treated as an individual and valued for their uniqueness – for those with specific additional needs or disabilities we work hard to ensure their admission to the academy is seamless. 

When admitting children with disabilities an assessment of need and risk assessment will be completed to ensure provision meets the child’s needs and to identify any further adjustments that may be needed. 

Children with SEND have interventions and differentiation in the teaching to work towards agreed outcomes. These outcomes are decided by the class teacher with parental involvement and are evaluated each term. These outcomes are documented on a Phase 2, a My Support Plan or an Education, Health and Care Plan. 

To ensure a smooth transition in school for SEND children, when moving classes in school: 

The local authorities and other services must set out a Local Offer of all services available to support children who are disabled or who have special educational needs and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.

Knowing what is out there gives you more choice and therefore more control over what support is right for your child.  The local offer provides information on a number of things, including: 

The potential outcomes of the Local Offer are:

This report forms Willoughby Road Academy’s local offer in terms of what we can offer children with SEND in or via the school. This includes how we can provide access to other organisations, but more specifically what support the Academy will offer directly to pupils and parents.

For more information on the Local Offer from the council please click on the link below

North Lincolnshire Council SEN Local Offer Information

North Lincolnshire Parent Forum (nlpf.co.uk)

SENDIASS | North Lincolnshire

All DELTA academies have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting whenever possible, if families want this to happen.   

At Willoughby Road Primary Academy we believe every pupil with a special educational need or any disability has an entitlement to fulfil his/her full potential. This is achieved by ensuring the wellbeing of all pupils in relation to: being healthy, staying safe, enjoying and achieving, making positive contributions and achieving social and economic wellbeing. 

Willoughby Road Primary Academy provides a broad, balanced and inclusive curriculum for all children. Teacher set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have a special need which may require particular action by the academy. 

Children may have a special educational need at some point during their school career. This policy outlines the planning, identification, assessment and provision needed for any child who experiences difficulties. 

Head of Academy : Miss Abby Blades-Baker

The Head of Academy is Responsible for: 

AAB Member: Ruth Beckett

The AAB member is responsible for: 

How can my children get help at the academy? 

Children in the setting will get support that is specific to their individual needs. 

This may be all provided by the class teacher or may involve: 

You can read our SEN Report in full on our Statutory Information page.