At Sir Christopher Hatton Academy, we are proud of our whole-school commitment to inclusion, recognising that every teacher plays an important role in supporting students with SEND. We believe that consistently high-quality teaching, inclusive practice and thoughtful adaptations are fundamental to ensuring all students have positive and successful learning experiences.

Our approach is centred on understanding each student as an individual, recognising their strengths, interests and aspirations alongside any barriers they may experience. We aim to promote inclusion by design, anticipating and reducing barriers to learning wherever possible, creating an environment in which all students feel valued, supported and able to thrive.

Success looks different for every student, and we value and celebrate progress in all its forms. Alongside academic achievement, we place equal importance on developing each student's character, confidence, independence and overall wellbeing.

Identifying and understanding individual needs

We draw on a range of information to understand students' individual needs, including assessment and progress data, teacher observations and feedback, and the views of students and their parents or carers. We recognise that needs can change over time and may present across one or more of the four broad areas of SEND: communication and interaction, cognition and learning, social, emotional and mental health, and sensory and/or physical needs. We work collaboratively to develop a shared understanding of each student's strengths and needs, identify any barriers to learning and determine the most appropriate support.

How we support students

Our starting point is consistently high-quality teaching, with teachers adapting their approaches, resources and learning activities to respond to students' individual needs.

Where additional support is required, this is planned in response to identified needs and may include targeted individual or small-group interventions, support from teaching assistants, specialist advice and appropriate adjustments to access learning. We take an evidence-informed approach to selecting interventions and deploying staff, ensuring that additional provision complements classroom learning, supports progress and promotes independence. We also consider appropriate examination access arrangements where these are necessary and meet the relevant eligibility criteria.

We follow a graduated approach of identifying needs, planning, implementing and reviewing support to ensure it remains effective and responsive to students' changing needs and development.

Strong relationships between school, students and families are at the heart of our approach to SEND. We work closely with parents and carers, keeping them involved in conversations about their child’s needs, progress and support, and recognising the importance of their knowledge and insight.

We also work in partnership with teaching staff and, where appropriate, external professionals and services, such as educational psychologists, speech and language therapists and specialist outreach teams. By sharing knowledge and expertise, we aim to build a clear understanding of each student and work together to provide the support that will help them thrive.