Special Educational Needs and Disabilities


Welcome to the Special Educational Needs Information Report for City Academy Norwich (CAN). This document outlines the support options available to students at CAN. The SEN report forms part of the Norfolk Local Offer for young people with Special Educational Needs and Disabilities (SEND). The local offer contains information on the provision available for young people with SEND, covering education, health and social care. The local offer can be accessed by clicking here.

All governing bodies of academies have a legal duty to publish information on their website clearly stating how the academy implements their policy for students with SEND. This information will be updated annually.

Here at CAN, our ethos is “every child, same chance”. This highlights our aim to support every student and offer them every chance of success whilst they are studying with us. We have a dedicated Learning Support Team whose primary focus is to enable students with SEND to reach their full potential. For this to be achieved, we believe the partnership between the academy, parents, carers, governors, our feeder schools, external agencies and the students themselves, is crucial.

Our approach to meeting the needs of our students with SEND

CAN defines a student with special educational needs and disability (SEND) as any student who has any barrier which hinders their access to a standard differentiated curriculum. We believe that by offering a nurturing, supportive and individualised programme of provision, we can have the greatest impact on students’ well-being and progress.

CAN currently provides for many students with a range of difficulties as stated in the SEN Code of Practice (2014). These include:

  • Communication and interaction
  • Social, emotional and mental health
  • Cognition and learning
  • Sensory and physical

Meeting the needs of all our students is central to our school ethos and development plan at CAN. All members of staff are committed to planning and delivering lessons and interventions which are student focused, differentiated, stimulating and challenging for all learners. We work to develop all students’ levels of resilience, positive self-belief and independence. We offer an extensive and on-going programme of training to ensure all members of staff feel confident supporting all students within CAN. This is delivered through daily briefings and weekly training, resulting in a whole school approach to maximise impact.

The assessment and identification of students with SEN

Referrals to the Learning Support Team can originate from several sources, including:

  • Transition meetings with feeder schools
  • Transition / in school assessment data
  • Student self-referral
  • Parental / carer referral
  • Subject teacher, form tutor or progress leader referral
  • Education, Health and Care Plan (EHCP) annual review meetings

Once a referral is received, the following procedure is actioned:

  • The Learning Support Team conduct student observations to assess how a student is accessing the curriculum across the academy (focusing on progress, attainment, attitude to learning and behaviour for learning)
  • Teacher feedback is requested, again to understand how the student is progressing across all subjects
  • Assessment data is analysed (including in-class assessments, mocks, psychometric test results along with behaviour log information and attendance)
  • A member of the Learning Support Team will communicate with parents / carers to discuss any concerns. This may be through a meeting in school, home visit or telephone call
  • If appropriate, further assessments may be used to understand the identified learning barrier in greater detail. These may be conducted by either a member of the Learning Support Team, an educational psychologist, advisory support teacher or a clinical psychologist
  • Following assessment, recommendations for interventions and teaching strategies are generated. A plan of support is created by the SEND Coordinator (SENDCO), in partnership with progress leaders, to aid the student in overcoming their barrier to learning
  • Information is shared with all teachers and the Learning Support Team to ensure appropriate provision is provided for the student and is monitored regularly using the provision map
  • Progress is monitored and reviewed regularly to ensure support is having a positive impact

A student will be identified as having a SEN if “… their learning difficulty or disability calls for special educational provision, and that the provision is different from or additional to that normally available to pupils of the same age” SEND Code of Practice (2014).

The needs of students with SEND at CAN for the year 2018-19

How we support students with SEND at CAN

All teachers at CAN have the knowledge and expertise to adapt and differentiate the curriculum to ensure lessons are accessible for all students within their class. These expectations are stated in the Teachers Standards (2012).

Here at CAN, we support our teachers with innovative and continuous professional development. All information to support teachers in knowing how best to meet the needs of the students is shared through staff briefings and classcharts (a communication programme used to share important information).

Below is a list of strategies and techniques a teacher at CAN might employ to support our learners with SEND:

  • Checklist of learning activities
  • Writing frames
  • Using a learning support assistant
  • Word banks
  • Supported questioning
  • Regular check-in points within a lesson
  • Differentiated resources
  • Overlays
  • Additional time
  • Dictionaries
  • A scribe
  • A Learning Support Room pass
  • Laptop use

The Learning Support Team offers an extensive package of interventions to support a wide range of SEN, these include:

  • 1:1 literacy and / or numeracy sessions
  • LEGO therapy
  • Memory intervention
  • English as an additional language support groups
  • Social stories
  • Mentoring
  • Social and emotional guidance and support including anger management / conflict resolution
  • Lunchtime club
  • Learning Support Room
  • Emotional literacy training

We also work with the following external agencies:

  • Educational psychologist services (CEPP)
  • Clinical psychologist
  • Speech and language therapists
  • Occupational therapists
  • Sensory Support Team – Auditory
  • Autism East Anglia
  • School Nurse Team
  • MAP
  • Nelson’s Journey

Monitoring process

All interventions are monitored to ensure they result in a positive impact for our students. We use interventions and strategies that have been proven by research to have the desired impact we seek for our students with SEND.

Prior to a student commencing an intervention, parents and carers are always informed of the purpose and details of the planned intervention. We carefully and thoroughly track and monitor all students receiving interventions, comparing baseline (start) data with data following the intervention, requesting both teacher and student feedback. We use this monitoring to make decisions about further possible interventions for each individual student. This process follows the “Assess – Plan – Do – Review” model. We aim to involve parents and carers and the young person at each stage of the process. Whole school progress checks are completed three times a year. At this point, students’ SEND data is also analysed to ascertain how the students are progressing within their mainstream lessons.

For all students with an EHCP, an annual review meeting is held within the academy. With the support of parents, carers and the student themselves, we reflect on the past year. We look at targets and interventions and decide on what new targets should be set to further support the progress of the young person.

Learning Support Room

As a Learning Support Department, we also run a Learning Support Room. This room offers students an opportunity to reset their behaviour following a third consequence mark. The room enables the student to calm and settle before they have a supportive and structured conversation to address the behavioural change required for a successful return to their learning.

KS3 and KS4 alternative pathway

Finally, we have a small cohort of students for whom the expectations and demands of the mainstream curriculum are inaccessible due to their learning needs. For these students we offer both a Key Stage 3 and a Key Stage 4 programme of study.

Within KS3 we work with students to enable them to make the transition into the mainstream curriculum. Students have a small class environment, lessons are delivered by an experienced teacher for SEND, and all lessons have a learning support assistant available. Students receive a differentiated curriculum, covering the core subjects, maths and English. They also have topic lessons and receive creative subjects on a carousel, including drama, catering and art. In addition the students all work towards ASDAN challenges. Students also have opportunities within their timetable for pre and over learning, PE and specific interventions when needed.

With the KS4 students we offer an alternative educational programme of study. Here students work towards level 1 and level 2 courses with a more vocational focus to their learning. All students are entered for both entry level and GCSE maths and English. They receive lessons in catering and hospitality, art and design, careers support and PE. As with KS3, our KS4 students also complete ASDAN challenges and have opportunities for pre and over learning lessons. All KS4 students attend St Edmunds Society College one day a week, where they will also complete a nationally recognised qualification.

Extra-curricular activities

CAN has developed an extensive extra-curricular programme for our students called UCAN. UCAN’s purpose is to offer students additional cultural capital experiences. As an academy, we will make the necessary reasonable adjustments to ensure that all students are able to access these opportunities, and that no SEND is a barrier (Equality Act, 2010). We proactively welcome and encourage students with SEND to take part and experience the activities on offer.

Exam access arrangements

All students are screened to assess if they qualify for access arrangements for examinations. These may include additional time, a reader, a prompt or use of a laptop, for example. Our qualified assessors then make the necessary applications to all relevant exam boards, according to the Joint Council for Qualifications (JCQ) exam regulations.

Joining CAN

Information regarding procedures and timescales for students wishing to join CAN are covered by the CAN Admissions Policy. If a student has a specific need that you wish to discuss prior to taking up a place, the SENDCO is available for meetings during open events and progress review meetings. Please also feel free to contact us to make an appointment. Depending on need, a member of the Learning Support Team may visit the student in their existing school setting.

After joining CAN, information from the application form is processed and the student is placed on the SEND register if appropriate. School files are requested and a member of the Learning Support Team will liaise with the student’s previous school. Initial screening tests may be conducted to ensure the student is supported appropriately and to make sure that no student is ever disadvantaged by changing school. As we get to know the students, the information will be updated.

Life after CAN

As a Learning Support Department, we offer additional careers support and guidance. Those students with an EHCP or high-level SEND will receive additional visits to post-16 colleges and supported application guidance. We communicate with our young people, parents and external providers to find the right next step. We complete a thorough handover for all students on our SEND register, supporting a successful transition to their next educational placement.

Complaints procedure regarding SEN provision at the school

Concerns and complaints are dealt with in line with the CAN complaints procedure. Any concerns should initially be raised with the tutor of the student or, should this not resolve the concern, with the SENDCO. Further information on how to express a concern or raise a complaint by phone or in writing can be found in the CAN complaints procedure, available on the academy’s website.

Who to contact about any SEND query

If you wish to discuss anything regarding SEND provision at CAN, in the first instance please contact Simon Tanner (Bohunt Education Trust), Special Educational Needs and Disabilities Co-ordinator (SENDCO) via 01603 452628.

1 Simon Tanner (Bohunt Education Trust) SENDCO
2 Kerry DeRazza Assistant to SENDCO
3 Lee Vann Leading Support Team lead
4 Danielle Wilkinson Assessment lead