SEND & Inclusion Information

All students have the right to achieve their maximum academic and social potential.  At New Line Learning Academy, we believe that all students have learning differences not deficits and it is our policy to identify and assess these differences and ensure that learning is adapted to support outstanding progress for all students. 

We offer a range of support to develop teachers' expertise and additional support within the classroom, which includes: drop-in sessions, in class training and observations from the SENCO, as well as specialist advice and targeted intervention. 

Our EAL Provision ensure that students who have a limited knowledge of English are supported by small group EAL lessons, targeted at acellerating their acquisition of EAL, while also reducing the cultural gap to support them in accessing the curriculum. 

Students identified as having SEND have detailed provision maps depending on their needs and the support they require.  This enables teachers to fully support their learning and progress. If you have any additional questions, please do not hesitate to contact a member of the SEND team.  If you are a parent of a child with SEND and have a complaint please contact our SENDCO, Miss West on the email below.  If you would like details of the support provided by the academy please see the SEND Policy below.

The EAL Department supports mainly newly arrived students with no to very limited knowledge of the English language.  The schemes of work are sequenced and planned to respond to the individual communication needs of students, as well as addressing the demands of the curriculum by developing confidence in using academic tier two language and structures. There is a focus on culture and British values in each scheme of work, so that students develop an understanding of some British cultural aspects, thus reducing the cultural gap, while valuing their own cultural heritage, contributing to a smoother adaptation process.  Click here for the EAL curriculum overview.

For more information about the SEND Local offer please see here

New Line Learnings vision for pupils with SEND

NLL Academy is committed to providing an appropriate and high quality education for all children. We believe that all children, including those identified as having Special Educational Needs as well as every other pupil, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of Academy life. We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their Academy career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At the Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

It is also worth noting that from 1 September 2014, there are some changes to SEN legislation, following the Children’s and Families Act 2014. A summary of key changes are below, but please visit the link at the bottom of the page for further information.

The SEN Code of Practice key changes

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

• There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
• There is a stronger focus on high aspirations and on improving outcomes for children and young people
• It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
• It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
•  For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
• There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

To see the new SEN Code of Guidance 2014, please visit https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/325875/SEND-Code_of_Practice-June2014.pdf