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Pupils with additional needs are supported in a variety of ways to ensure they have equal and equitable opportunities to participate, engage and succeed in all aspects of school life. This includes making excellent academic progress, develop key life-skills and support to enjoy extra-curricular activities. We will achieve this by making reasonable adjustments to teaching, the curriculum and the school environment.

We work closely with both school-based and external colleagues from local and national agencies to ensure access to support services is in place if required.

High quality teaching, tailored to the needs of our pupils, enables positive outcomes. However, for pupils with special educational needs or disabilities, additional planning, provision and tracking of progress will be put in place. We follow the 'Assess, Plan, Do, Review' cycle set out within the SEN Code of Practice to ensure that any special educational needs are met appropriately allowing our students to excel.

Additional needs are identified in school through induction processes, data analysis, screeners, academic assessments, observations and liaising with other professionals.

Collaboration

We believe that provision for pupils with SEND should be a co-production between the academy, parents/carers and the pupil. Communication between all stakeholders is imperative, and we fully recognise the expertise parents/carers offer in relation to their own children. Provision of a supportive learning environment is fundamental in enabling pupils to make excellent progress, both academically and holistically.

For students with Education & Health Care Plans, review meetings take place annually, in accordance with the Code of Practice, wherein the young person and their parent/carer are fully involved in discussions and decisions about the support and resources the young person needs. Individual learning plan reviews take place three times a year. Parents/carers do not have to wait for an annual review to discuss their child’s needs and/or progress.

Parents/carers are welcome to contact the Co-Headteachers of Riverside Meadows Academy at any time throughout the school year.

Provision

We offer a significant range of additional provision and can tailor our approach to meet the needs of individuals by providing personalised support and bespoke resourcing where required.

Our offer includes:

  • Access to some one-to-one support in lessons
  • Access to some small groups across the curriculum
  • Appropriate adaptations to the school curriculum
  • Access to additional English and Maths at KS4
  • Access to the following interventions, including but not limited to: ELSA, Lego Therapy, Read, Write Inc, Art Therapy, Play Therapy
  • Access to personal mentoring and well-being support 
  • Screening for dyslexic/dyscalculic tendencies
  • Focused maths and/or literacy support for KS3 and KS4
  • Whole staff training on particular SEND issues
  • Teaching & Learning Mentor (TLM) training on particular SEND issues
  • Access to support via EHA process
  • Support at times of transition (KS2-KS3, KS4-KS5) with additional visits, meeting with parents, liaison with key staff, support during Year 6 New Intake, 16+ support to visit 16+ providers.
  • Social time support during break and lunch

Pupils who have an Education Health and Care Plan (EHCP) are educated in small teaching groups depending on the complexity of their need as indicated in their EHCP. Their EHCP also outlines the resources, teaching and learning programmes and multi-agency involvement. All pupils follow a broad and balanced curriculum which is adapted to their needs to ensure high levels of interest and engagement, with personalised learning, differentiated to enable them to make progress.

Accessibility

Our accessibility plan can be found here

Staff

At Riverside Meadows Academy, all teachers are supported in meeting the needs of students with SEND; receiving regular CPD in areas such as ADHD, autism, dyslexia friendly classrooms and children in care. Specialist teams also deliver staff training in visual impairments, hearing impairments, specific medical needs and in speech, language and communication needs.

In addition to high quality teaching, we have a team of Teaching & Learning Mentors (TLMs) who work with our pupils on a daily basis through interventions, in lesson support and social time. Our TLMs offering support in areas such as literacy, maths, SEMH, autism and mental health.

Further Information

  1. HEdT SEND Information Report - 2025

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