SEN

At London Academy, we strive to meet the needs of – and maximise the potential of – all pupils by ensuring that needs are identified as early as possible and responded to effectively. Targeted interventions are put in place to reduce barriers to learning, and promote inclusion.

We ensure that parents are fully aware of the SEND process and kept informed of their child’s learning regularly throughout the year. We are a fully inclusive school with strong links with the Local Authority, health professionals and relevant organisations within our community.

All staff are aware of SEND within the school and receive extensive support from the SEND team to protect the safety and wellbeing of our pupils. We aim to continue to develop and grow our understanding of SEND across the school to meet the needs of every student in our care.

If you have any concerns or wish to discuss SEND at our school, please do not hesitate to contact:

Ms Teresa Bascoe (Primary Phase)
SEND Coordinator
T: 0208 238 1110
E: t.bascoe@londonacademy.org.uk

Ms Tara Stowe (Secondary Phase)
Director of SEND and Inclusion
T: 0208 238 1110
E: t.stowe@londonacademy.org.uk

All London Academy staff have a responsibility to provide ‘quality first ‘teaching to pupils with SEND. If your child has an EHCP or is on the SEND register, our SEN team will ensure that they are appropriately supported. If your child is receiving group or one-to-one support, the following member of staff may be part of it:

Ms Tara Stowe
Director of SEND and Inclusion (Secondary)

Mr Jack Stapleton
Assistant SENDCo (Secondary)

Ms Tersa Bascoe
SENDCo (Primary)

We promote a ‘quality first’ teaching ethos. If your child has been identified as SEND, it will be determined which of the four areas listed below will be their main area of need. We will then follow the process of Assess, Plan, Do, Review (APRD), alongside parents/carers, to determine the next steps for your child.

1. Communication & Interaction

• ASC
• Speech, learning and communication (SLCN)

2. Cognition & Learning

• Specific learning difficulty (SpLD)
• Mild-to-moderate learning difficulty (MLD)
• Severe learning difficulty (SLD)
• Profound multiple learning difficulty (PMLD)

3. Social, Emotional, Mental Heath

• Children and young people with SEMH may have the following mental health difficulties: anxiety, withdrawn or feeling isolated, displaying challenging and disturbing behaviour, self-harming, depression, eating disorder, substance misuse.

4. Sensory & Physical

• Visual impairment (VI)
• Hearing impairment (HI)
• Multi-sensory impairment (MSI)
• Physical disability (PD)

If you have any concerns or would like to discuss anything, please contact Ms Tara Stowe.