The Elms Academy is committed to helping all children achieve the best possible academic results. As such, we provide additional support and input for students with Special Educational Needs and Disabilities (SEND). Parents who wish to their child’s additional learning needs of their child should contact Ms R. Khanam, our SENCo at The Elms Academy.

Class teachers are given regular training on how to differentiate lessons for students with additional needs. Some SEND students will have a Pen Profile, a one-page document summarising areas of strength and areas of difficulty, so that all teaching staff can understand how best to support that specific individual. We create this document with student and family input.

Students with an Education, Health and Care Plan (EHCP) are provided with tailored support according to the provision on their Plan. For further information about SEND support, please refer to the SEND Information Report on the school website.

English as an Additional Language

The Academy benefits from the diverse cultural and ethnic backgrounds within the student body. We take pride in providing the specific support needed by students who do not speak English as a first language. Where students have a home language (definition: the first language spoken at home) other than English and are in the process of learning to use English as an additional language for educational purposes they are identified as EAL. Pupils on the EAL register are closely monitored throughout their time at The Elms Academy to ensure they have everything they need to learn English and make excellent progress.

The school will identify individual pupils’ needs, recognise the skills they bring to school and ensure equality of access to the curriculum and extra- curricular activities. All teachers participate in the teaching of English as well as in the teaching of their own subject area, and thus share responsibility for the language development of EAL pupils.

Lack of English does not equate to a lack of knowledge, skills or understanding and having a home language other than English is not considered a learning difficulty (however, the Academy recognises that a child who has EAL may sometimes also have additional educational needs).

We hope it provides you with all the information on the variety of ways in which The Elms Academy is able to support students with SEND to achieve their aspirations.

Please do not hesitate to contact the Inclusion Department, senco@theelmsacademy.org.uk if you have any further questions or comments.

If you wish to read more about the Lambeth Local Offer please visit: http://www.younglambeth.org/local-offer/landing-pages/local-offer.html


At The Elms Academy we are a strongly inclusive community where all learners are treated with respect, dignity and equality in order that every child fulfils their full potential. Below is an extract from the SEND Code of Practice 2015 which outlines the legal framework for inclusion.



xiii. 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.

xiv. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Disabled children and young people

xviii. Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.

xix. The Equality Act 2010 sets out the legal obligations that schools, early years providers, post-16 institutions, local authorities and others have towards disabled children and young people:

  • They must not directly or indirectly discriminate against, harass or victimise disabled children and young people
  • They must not discriminate for a reason arising in consequence of a child or young person’s disability
  • They must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage
  • Public bodies, including further education institutions, local authorities, maintained schools, maintained nursery schools, academies and free schools are covered by the public sector equality duty and, when carrying out their functions, must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and nondisabled children and young people.

xx. The duties cover discrimination in the provision of services and the provision of education, including admissions and exclusions. All providers must make reasonable adjustments to procedures, criteria and practices and by the provision of auxiliary aids and services. Most providers must also make reasonable adjustments by making physical alterations. Schools and local authority education functions are not covered by this last duty, but they must publish accessibility plans (and local authorities, accessibility strategies) setting out how they plan to increase access for disabled pupils to the curriculum, the physical environment and to information.

xxi. School governing bodies and proprietors must also publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.

xxii. Where a child or young person is covered by SEN and disability legislation, reasonable adjustments and access arrangements should be considered as part of SEN planning and review. Where school governors are publishing information about their arrangements for disabled children and young people, this should be brought together with the information required under the Children and Families Act 2014.

Special educational provision in schools

6.36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

6.37 High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.

6.38 In deciding whether to make special educational provision, the teacher and SENCO should consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, schools should have arrangements in place to draw on more specialised assessments from external agencies and professionals.

6.39 This information gathering should include an early discussion with the pupil and their parents. These early discussions with parents should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns, the agreed outcomes sought for the child and the next steps. A short note of these early discussions should be added to the pupil’s record on the school information system and given to the parents. Schools should also tell children, parents and young people about the local authority’s Information, Advice and Support Service.

6.40 Consideration of whether special educational provision is required should start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. This should then help determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required.

6.41 More detailed information on what constitutes good outcome setting is given in Chapter 9, Education, Health and Care needs assessments and plans (paragraphs 9.64 to 9.69). These principles should be applied to planning for all children and young people with SEN. From Year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood.

6.42 The outcomes considered should include those needed to make successful transitions between phases of education and to prepare for adult life. Schools should engage with secondary schools or FE providers as necessary to help plan for these transitions (see Chapter 8, Preparing for adulthood from the earliest years). The agreed actions may also include those taken to make sure the school meets its duty to ensure that pupils with SEN engage in school activities together with those who do not have SEN.

6.43 However support is provided, a clear date for reviewing progress should be agreed and the parent, pupil and teaching staff should each be clear about how they will help the pupil reach the expected outcomes. The overriding purpose of this early action is to help the pupil achieve the identified outcomes and remove any barriers to learning. Where it is decided that a pupil does have SEN, the decision should be recorded in the school records and the pupil’s parents must be formally informed that special educational provision is being made. Arrangements for appropriate support should be made through the school’s approach to SEN support.