SEND
We embrace the fact that every child is different and, therefore, the educational needs of every child are different. In our school, pupils will be provided with high quality teaching adapted to suit the diverse needs of all learners. We are an inclusive school and offer a range of provisions to support children with additional needs:
* Be happy and feel secure.
* Be included in all aspects of school life.
* Achieve to the best of their ability.
* Have access to a broad and balanced curriculum.
* Be activity involved in PSHE
* Make good progress.
* Experience wider activities leading to greater independence.
* Make effective independent decisions.
* Have resources allocated to ensure their needs are met.
* Be actively involved and informed of their curricular targets.
* Be included in all aspects of school life.
* Achieve to the best of their ability.
* Have access to a broad and balanced curriculum.
* Be activity involved in PSHE
* Make good progress.
* Experience wider activities leading to greater independence.
* Make effective independent decisions.
* Have resources allocated to ensure their needs are met.
* Be actively involved and informed of their curricular targets.
Teaching, Learning and the Curriculum for SEND
At Tile Cross Academy, we believe that inclusive education means providing all Students with appropriate education and support alongside their peers, in mainstream classrooms across the school site. The Curriculum is planned and sequenced through the learning journey and schemes of work. The Curriculum is delivered through quality first teaching, scaffolded and differentiation to meet a child’s needs. It includes not only the formal requirements of the National Curriculum but, also the range of additional opportunities that the school organises to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
Most children and young people will have their special educational needs met in our school, through good classroom practice including differentiation. This is through the delivery of Quality First Teaching. 
At Tile Cross Academy, we follow a graduated support approach which is called ‘Assess, Plan, Do, Review‘. 
When planning the support for a child who has SEND we: 
Assess: a child’s special educational needs which include their academic levels either prior to starting school or as they move through school. This is in addition to their social and emotional needs. 
Plan: the provision and intervention is put in place to meet the child’s aspirations both academically and socially and emotionally to help them achieve the agreed outcomes. 
Do: put in place the required support provision in place to help Students meet those expected outcomes. 
Review: the support and progress at regular intervals throughout the year. 
The SEND register/EHCP/SSPP, pupils identified will have pupil passport pinned to Arbor with termly targets and support strategies that are personalised. Pupils who need short term interventions within the inclusion department are identified using data, lesson observations and staff referrals. Interventions are short-term which are evidence based and run for half term periods. Each intervention is reviewed pre and post intervention to evidence progress. Some pupils with EHCPs require long term intervention within inclusion but also with the skills of outside agencies. 
Mrs M Gascoyne is the SENCo (Special Educational Needs Co-ordinator) for Tile Cross Academy and can be contacted at the school address or by email at mgascoyne@tilecross.academy
Mrs Reid is the Language Development Leader for Tile Cross Academy and can be contacted at the school address or by email kreid@tilecross.academy
Please follow the links below for more information about SEND and EAL provision:
