Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

SEN & Disabilities

Students with Special Educational Needs and/or Disabilities (DSEN), including those with Statements, are able to obtain extra help and guidance with their studies from the SEN team. There is a specially equipped Transitional Zone within the Academy staffed by experienced Learning Support Assistants under the leadership of the Academy's Director of Learning/SENCO. To assist them in their work the Academy also has a Student Welfare Officer who works closely with the Educational Welfare Officer. The Academy also benefits from the expertise of an Educational Psychologist as a consultant to assist in the process of diagnosis and support for students with special needs as well as a range of external provision for speech and language, visual and auditory impairment, counselling and mental health.

DSEN provision takes the form of supporting individual students within the classroom as well as by withdrawal of small groups or individuals for extra work with basic skills. Wherever possible programmes are arranged to minimise the effect on the main curriculum. The DSEN team also offers advice and strategies to staff to assist them with their teaching of children within their classes who may require extra help and guidance.

The Academy's SENCO is: Emma Sales
The Academy's SEND Governor is: Aaron King

Any SEN enquiries should be sent to info@harriscrystalpalace.org.uk, or by post addressed to Emma Sales.

Information on where the Local Authority’s Local Offer can be found at: http://www.croydon.gov.uk/index/children-families/send.htm


The SEN Code of Practice key changes

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  • It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  •  For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

To see the new SEN Code of Guidance 2014, please visit https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/325875/SEND-Code_of_Practice-June2014.pdf

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