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SEN & Disabilities
Thank-you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. You will find detailed provision maps of what Chobham Academy can offer for your child, depending on their needs and the support they require. You can also find questions from current Chobham parents and students. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEN team.
The Inclusion team consists of Tinus Stander, Assistant Principal responsible for Behaviour and Inclusion, and Kevado Warmington-Shiell.
Contact details: 02037476060
Primary - firstname.lastname@example.org
Years 7-13 - email@example.com
Chobham Academy’s visions for pupils with SEN
Chobham Academy is committed to providing an appropriate and high quality education for all children. We believe that all children, including those identified as having Special Educational Needs and also those who are identified as ‘Gifted and Talented’, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of Academy life.
We believe that all children should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
Chobham Academy is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that takes in to account their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
• Boys and girls
• Pupils from minority faiths, ethnicities, travellers, asylum seekers, refugees
• Pupils who have English as an additional language
• Pupils who have Special Educational Needs
• Pupils who are Gifted and Talented
• Pupils who are Looked After children
• Pupils who are at risk of disaffection or exclusion, young carers, sick children, children from families under stress
We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their Academy career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At the Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.
It is also worth noting that from September 1st2014 there are some changes to SEN legislation, following the Children’s and Families Act 2014. A summary of key changes are below, but please visit the link at the bottom of the page for further information.
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
Local Authority Offer
Details of the Local Authority offer can be found here:
Ensuring consistency across our curriculum
At Chobham Academy, every department is committed to ensuring that excellent, accessible provision is in place across the curriculum. Each department has mapped out their vision for provision below:
Functional Literacy is at the heart of our agenda for all students. From their baseline assessment, students are placed onto personalised pathways with a focus on comprehensive functional literacy. Those students who require support will receive this through a differentiated curriculum available to them in mainstream lessons and in additional sessions. A reading intervention programme runs once a week to support those students with literacy needs. All staff understand that it is our collective responsibility to support those students facing barriers to learning, through our approach to teaching and learning. The department consults with the SEN team to ensure that appropriate strategies are used to support students.
In Performing Arts, our aim is for all students to not only develop and improve as performers and musicians, but to also develop their self-esteem, confidence and communication skills so that they will be able succeed in their future.
The faculty has high expectations for all pupils and we provide teaching and learning experiences that target each student’s needs so that they can reach their performance potential.
We are committed to inclusion and removing any potential barriers to learning and participation in all drama, dance and music lessons.
We believe in equality of opportunity and we aim to create a supportive yet challenging environment that values difference and recognises the achievements of all children.
In the Chobham Art Department we aim to encourage all children to reach their full potential through the provision of varied opportunities. We celebrate an inclusive approach, giving all students access to develop as artist through self-expression, whilst building basic creative skills. We recognise that our curriculum planning must allow pupils to gain a progressively deeper understanding and competency of art as they move throughout the academy.
We pride ourselves having built an environment where students feel safe to take risks and are comfortable to experiment with their ideas.
Careful thought is given to the provision of appropriately structured work for children with SEN. We use the strategies that enable all children increased access to the curriculum through a broad-based, multi-sensory, visual, auditory and kinaesthetically planned curriculum.
Forward planning attempts to ensure that the level of challenge is appropriate to their specific needs.
All work planned should take into account the differing ages and abilities in the classroom. The differing needs and capabilities of pupils will be met through:
- Consideration of the appropriateness of resources used.
- Variation in teaching and learning styles used in the classroom.
- Use of a variety of different tasks and teaching techniques for individual pupils.
- Varying lengths of time spent on particular issues and activities.
- Making use of differing classroom organisation.
The Faculty of Science is committed to excellence through inclusion and welcomes staff and students from a diverse range of backgrounds. Our goal is to have a motivated and diverse Faculty, where staff and students demand the highest standards from each other and work together to maximise the benefits of difference. Our successes are rooted in the value we place on the roles played by all staff that make our Faculty a remarkable place to work and study. SEN students are supported within classrooms through teamwork between teaching staff and teaching assistants. The main aim of the intervention is to equip students with the skills to become independent learners and to meet their full potential, no matter what their barriers to learning.
At Chobham Academy, we believe that Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. Pupils who are functional in mathematics are able to think independently in applied and abstract ways. They can also reason, solve problems and assess risk.
Our Mathematics teachers will always develop strategies to overcome potential barriers to learning and assessment for particular individuals and groups of students. We will work closely with the SEN department to ensure we have relevant information and useful strategies for individual students. This will enable us to anticipate barriers and modify lessons so all our students meet the same objectives. We will also ensure that we plan for lessons that are inclusive and make provisions to ensure all students can fully take part and learn. This will include use of multi-sensory approaches, including information and communication technology (ICT), working closely with Teaching Assistants, managing peer relationships, adult-student communication and student motivation
Media is a constantly changing, imaginative and highly academic subject aimed at offering plenty of innovational experiences for students of all abilities that choose to study it.
Both the KS4 and KS5 courses provide learners with key life skills for independence during presentations; collaboration during production work; literacy during analytical extended pieces; and creativity in developing their own media products.
The Media department’s goal is to continue to deliver a challenging but differentiated course to all of their learners in order to promote their individual excellence.
Physical Education aims to help pupils with SEN develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.