Welcome to our SEND page. We hope you will enjoy reading about the variety of ways in which Kentmere Academy is able to support SEND pupils to reach their full potential. We are proud to hold the Inclusion Quality Mark Centre of Excellence Status for the second year running. To view our most recent report, please click here.
Our Inclusion Manager is Miss Zoe Horton (SENCO). If you have any questions regarding our Special Educational Needs and Disability provision, please do not hesitate to contact us.
Learners’ needs are met through a graduated approach starting at a whole-school level of personalised teaching, with additional support that can be introduced to overcome barriers. Provision should continually evolve with our students’ development to maximise on successes and to overcome emergent or developing needs. We are committed to working with all families and the community to support our children. If a child with SEND is not making the expected progress, we offer targeted intervention and whole-school initiatives as outlined in the links on this page.
We have a commitment to high quality and meaningful teaching and learning, captured in our Teaching and Learning policy.
Each term, all subject leaders report on the attainment and progress of children with SEND and disadvantaged children in their subject. They then use this to establish next steps to further support these children. The SENCo also termly reports on the attainment and progress of children with SEND, compared to children with no identified SEN. This is also used to establish next steps to support children with SEND throughout the school and design personalised and impactful interventions. The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so once the parents have been consulted.’ or ‘then we work with parents to advise and agree how best to do so.
If a child has a special need, our school does all it can to meet their individual needs. We comply with the requirements set out in the SEN Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most Instances, the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider the child for an EHCP of special needs, and we involve the appropriate external agencies when making this assessment. We provide additional resources and support for children with special needs.
The SEN information report details the provision that Kentmere Academy and Nursery offers to students with special education and disability needs. To find out more about the new SEND code of practice, visit the SEND code of practice: 0 to 25 years on the Department for Education website.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At Kentmere Academy and Nursery, we are determined to identify and meet the needs of all students in order to allow them to meet at and even exceed their potential. Our school building is wheelchair accessible and has disabled toilets. Our SEND and Single Equality and Community Cohesion policies can be found on our website and any queries can be directed to our SENCO Miss Zoe Horton (National Award for Special Educational Needs Coordinator obtained).
You can find all the important information about Kentmere Academy’s SEND provision by clicking on the links below:
Kentmere Academy SEND Local Offer
Rochdale Borough Council Local Offer
Inclusion Quality Mark Report 2019
Inclusion Quality Mark Report 2020
Inclusion Quality Mark Report 2021
Kentmere Academy SEN and Inclusion Policy
Single Equality and Community Cohesion Policy
Click on the links below to access a wide range of news and resources from Kentmere Academy and the local authority:
Autism Friendly Mornings
Rochdale Disability Register
Short Break Drop-In
Respect for all helpline
Supporting Children Following Bereavement: A Guide For Parents
Helping Children Cope With Anxiety During the COVID-19 Pandemic
All children, including those identified as having special educational needs (SEN), have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included and supported in all aspects of school life.
Young Minds have created a useful ‘Supporting Parents Helpfinder’. By answering six questions, parents can find out how to support their child’s mental health during the pandemic (and beyond).
Find the help finder here
When emotions explode (Young Minds)
Young Minds have also created a useful poster highlighting ways to give support to children when they have angry feelings or outbursts and may help families start a conversation and talk about each other’s feelings.
Download the poster here
Screen Savers: Looking after your eyes, body and mind when using screens (Beacon House)
We are spending more time online than ever before, possibly sitting and working with poor posture as we use makeshift desks and chairs. There is a tendency to take fewer breaks and less exercise and this is affecting our physical well-being.
Beacon House the specialist, therapeutic service for young people, families and adults has produced a series of six posters outlining ways to keep safe and alert when working at home, whether children or adults.
Download the posters here
Further Beacon House resources can be found on their website here
Kentmere Academy is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors and volunteers to share this commitment. If you have concerns regarding the safeguarding or welfare of any of our pupils, please contact Mrs Debra Gillespie.
By entering our site you agree to share our Safeguarding committment and accept the guidelines within our policy.Safeguarding and