At Glenmoor and Winton Academies, we are committed to providing an inclusive learning environment that supports the diverse needs of all our students, including those with Special Educational Needs and Disabilities (SEND). We believe every child should have access to a high-quality education that enables them to achieve their full potential.
Our approach to SEND is guided by the principles set out in the SEND Code of Practice (2015), ensuring that pupils with additional needs are identified early and supported through tailored interventions, differentiated teaching, and collaborative planning involving students, families, and professionals.
Key to our provision is our dedicated SEND team, who work closely with teachers, parents, and external agencies to ensure that appropriate strategies and support are in place. We aim to foster independence, build confidence, and provide a nurturing environment where all students feel valued and empowered.
Glenmoor and Winton Academies strive to ensure that SEND students are fully included in the academic and social life of the school, with equal opportunities to succeed and flourish. For further details please contact the SEND department by emailing SEND@glenmoorandwinton.org.uk
All students who enter the academies are assessed for baseline reading, spelling and complete MiDYIS testing.<https://www.cem.org/midyis> This information is used alongside other data to identify students who may require additional support. Intervention sessions are provided to target specific development needs and the progress of each student is monitored closely. The SEND register is reviewed on an ongoing basis to ensure that students are moved through the SEND stages of the Code of Practice in an accurate and timely manner.
The focus at the academies is on Quality First Teaching, with teachers, as the experts in their subjects, being responsible of the progress of all students in their classroom, including those with additional needs. Adaptive teaching may be required to ensure students needs are met in lessons and there is a high expectation that students will achieve in line with their peers.
Classroom teachers and Learning Coaches communicate and work closely together to ensure that support is effective and builds upon learning they carry out in lessons. Learning Coaches often work with small groups of students to develop basic skills and concepts, that will lead the student to make progress in the lessons. Learning Coaches plan and carry out interventions outside of the classroom to support students at SEND Support Level or with EHCP’s. Some have specialist area of need or year group responsibilities. We do not have one to one adult support in lessons.
We work closely with a range of external agencies who provide specialist support and advice for individual students depending on their needs. These agencies include:
We pride ourselves on being fully inclusive and all students attend mainstream lessons with their peers, to ensure they gain the highest specialist subject knowledge from their teachers. Staff at the Academy are continually receiving CPD on how to support a variety of additional needs, therefore in line with the DfE Code of practice, Quality First Teaching is at the heart of support for SEND students.
For further support on BCP’s services and provision to supporting parents and young people please see the local offer.
For students identified as having additional needs, the Inclusion Team will identify the students’ needs and suitable provision. The range of provision offered at the Academies ranges depending on students’ individual needs. Support can be provided in class through quality first teaching strategies, in small groups or working 1:1 in the Inclusion Department. Following the Education Endowment Foundation research we do not have 1:1 Teaching Assistants in the classroom. If students are registered as having SEND, regular assessments are carried out to monitor progress and adjust the provision if necessary. The Academies work in partnership with external agencies to provide personalised support, in addition to classroom teachers, learning coaches and our specialist assessor.
For further details of SEND provision please contact the SENDCo Mr M. Marle, or Deputy SENDCo Mr Steve Viney, Mr Matthew Marle on 01202 527818 or by e-mailing SEND@glenmoorandwinton.org.uk
The SEND SEMH team is led by Mr Hilton. Heads of Year need to refer students to the programmes and interventions with the team. The interventions that happen use a Cognitive Behavioural Therapy (CBT) approach, which focuses on how your thoughts, beliefs and attitudes affect your feelings and behaviour; and teaches students coping skills for dealing with different problems.
The SEND SEMH support has two aims:
Our work includes programmes such as:
Drop in sessions: The SEND area is open every day for break and lunch. Students can drop in at any time to talk to our Education Support Staff.
A programme of break and lunch mindfulness activities encourage students to use mindfulness techniques as well as develop self-regulation and social skills
Referral to outside agencies: After the graduated approach we can refer to other agencies such as CAMHS if necessary to access further support and guidance for students.
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