SEND
We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
Lift Barton Hill is an Inclusion Quality Mark (IQM) Flagship Status School for its continual work in improving the opportunities for its community and has recently secured the title of IQM National Inclusion Champion Award school, one of only eight schools nationwide to receive this accolade for our excellence in inclusive practice, where diversity is cherished and celebrated.
The award of Flagship Status means our inclusive provision for Special Educational Needs has been recognised as being the best academic standards and practice for inclusion seen across the country and the school actively works with other schools to spread the powerful message of inclusion across the UK.
The academy's inclusive practice featured prominently in an All Parlimentary Party Group Report on Dyslexia - our specialist teacher, assessor and lead on dyslexia subsequently presented in Westminster on school's best national practice.
Read the full IQM Award Report HERE
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
We welcome students with special educational needs or disabilities and support students across four teams. Students are organised into the teams during their transition from their previous school and it is based on the student’s main area of need. An Area of Need leader will monitor their academic progress and attendance whilst ensuring that the student’s needs were been met both through teaching and structured interventions.
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
