The SEND Department supports teaching and learning of students with special educational needs, including those with statements, in the following areas;
- Specific Learning Difficulties (SpLD) including formal diagnosis of dyslexia, dyscalculia and dyspraxia;
- Moderate Learning Difficulties (MLD); and
- Social, Emotional and Mental Health Difficulties (SEMD)
The SEN Department is located in the heart of the school and is easily accessible to both students and staff.
Our Approach
Our approach is based on thoughtful planning to meet the changing needs of individuals and groups of students through in-depth monitoring and assessment as part of the whole Inclusion Department and in partnership with teachers, families and professionals to enhance understanding of students and implement complementary provision.
Our Offer
We structure our offer around three tiers of support:
- Universal: Support that is available to ALL pupils
- Targetted: Support that applies to SOME pupils to help accelerate their progress
- Specialist: A highly tailored programme of support that is required to help students reach their potential. This is often doen in partnership with other agencies and through the delivery of specialist interventions
Further details can be found in the table below:
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Universal Support Applies to all pupils This support is high quality, inclusive teaching, which takes into account the learning needs of all pupils in a classroom. This includes providing scaffolds for tasks and creating an inclusive learning environment. |
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Cognition and Learning Access arrangements for external examinations Access to supportive resources such as dictionaries & bi-lingual dictionaries Assessment and progress tracking Scaffolded teaching & planning in all curriculum subjects Modelling of concepts Visual timetables Key words/vocab Modified work (e.g. writing frames, key word banks, sentence starters) Parental contact with subject teachers Progress Evenings Options support Staff professional development Subject specific homework clubs and catch-up sessions Traffic light cards (Knowledge Organiser) Targeted classroom seating plans Period 6 |
Speech, Language and communication Access arrangements for external examinations Access to supportive resources such as dictionaries & bi-lingual dictionaries Environmental clues (e.g. signs, pictures) Modified work (e.g. new concepts are presented in several formats, thinking time) Visual timetables Parental contact with subject teachers Staff professional development Structured lessons Structured school day Pupils are made aware of how well they have done & next steps (Feedback Policy) Subject specific homework clubs and catch-up sessions. Targeted classroom seating plans Traffic light cards (Knowledge Organiser) Period 6 |
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Social, Mental and Emotional Health Access arrangements for external examinations Reasonable adjustments to Behaviour Policy Parental contact with Form Tutor/ Head of Year Pastoral support through Personal Health & Social Education programme Team Rushden Points Whole school rewards Staff professional development Subject specific homework clubs and catch-up sessions Targeted classroom seating plans Traffic light cards (Knowledge Organiser) Whole school class rules Head of Year/Form Tutor/PSA support Circuits support during AM form Pastoral support from PSA |
Physical / Sensory Adapted resources (e.g. lowered work benches and seating) Disabled toilets Medical room Modified environment (e.g. pastel coloured background on whiteboard) Parental contact with School Nurse/Form Tutor/Head of Year School nurse Medical care plans incorporated into teaching where needed Staff professional development Flexible teaching arrangements |
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Targeted Support Applies to some pupils This is targeted, time-limited intervention provided for some pupils who need help to accelerate their progress. This can be delivered within the classroom, through small group withdrawal from lessons, or small group sessions delivered outside of lesson times. |
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Cognition and Learning Nurture curriculum (KS3) - From Sept 2025 English as an Additional Language support Home learning cards (LSA/Teacher to record home learning for pupil) LSA-led structured withdrawal sessions LSA-led intervention e.g. ZoR, Daily check-ins Occasional in class support from an LSA Pupil Passport Subject specific catch-up sessions Staff training around the needs of specific pupil Additional literacy and numeracy support |
Speech, Language and communication Nurture curriculum (KS3) - From Sept 2025 Home learning cards (LSA/Teacher to record home learning for pupil) Occasional in class support from an LSA Pupil Passport Staff training around the needs of specific pupil Subject specific catch-up sessions Targeted LSA intervention Social skills groups Pastoral support Speech and language therapy |
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Social, Mental and Emotional Health Active Listening Nurture curriculum (KS3) - From Sept 2025 Family Support Worker Interventions to enhance social skills and self-regulation: e.g. Emotional Literacy, Anger Management, Social Skills. Occasional in class support from an LSA Positive report cards Pupil Passport Sessions intended to enhance self-esteem Staff training around the needs of specific pupil Subject specific catch-up sessions Referral to appropriate voluntary agencies SEND Time Out card with identified safe space and named adult Invitation to social group Flexible access to the curriculum Emotional Literacy Support Assistant intervention |
Physical / Sensory Nurture curriculum (KS3) - From Sept 2025 Home learning cards (LSA/Teacher to record home learning for pupil) Occasional in class support from an LSA Pupil Passport Sensory equipment e.g. fidget toys, weighted cushions. Specialist equipment provided (as needed) Staff training around the needs of specific pupil Laptop available for extended pieces of writing Fine motor skills intervention - as directed by physiotherapist |
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Specialist Support This is specific provision for a minority of pupils where it is necessary to provide highly tailored intervention to accelerate progress or to enable the pupil to reach their potential. This may include consultation with outside agencies and the delivery of specialist interventions. |
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Cognition and Learning Annual reviews; SEND arrangements Consultation with external agencies, e.g. Educational Psychology; Learning & Language Support Service LSA Key Worker Literacy lessons with specialist teacher Fully adaptive curriculum/planning Tailor made resources Support from external agencies |
Speech, Language and communication Annual reviews; SEND arrangements Consultation with external agencies, e.g. Educational Psychology; Learning & Language Support Service; Speech & Language Therapy. LSA Key Worker Literacy lessons with specialist teacher Specialist speech and language programmes as set by speech and language therapists Support from external agencies |
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Social, Mental and Emotional Health Annual reviews; Pastoral Support Plans Consultation with external agencies, e.g. Educational Psychology; Child & Adolescent Mental Health Service LSA Key Worker Personalised timetable Placement in the SEND Hub Placement with alternative providers of education, e.g. Liberty Learning Referral to appropriate Local Authority Services |
Physical / Sensory Annual reviews; SEND arrangements Consultation with external agencies LSA Key Worker Physiotherapy programmes as set by the physiotherapist Support at break or lunchtime Modification to environment Support from external agencies |
Local Offer
In response to the Children and Families Bill, Local Authorities are required to publish information about the provision that is available in their area for children and young people from 0-25 who have special educational needs. This is called the Local Offer.
The link to the local offer for Northamptonshire can be found on the local authority website:
https://localoffer.northnorthants.gov.uk/home
The Spires Academy also has lots of information on Local Offers for ADHD and ASD.
https://www.spiresacademy.org.uk/local-offer/
SEND Information Report
The Special Educational Needs and Disability Regulations 2014 require all schools to publish and keep under review information regarding our provision for pupils with special educational needs and disabilities (SEND). At Rushden Academy we hope parents/carers of current and prospective pupils find the following information helpful. We encourage all interested parties to contact the school for more information (01933 350391).
Rushden Academy's SEND report can be found below:
SEND Information Report November 2024-2025
Useful links
IASS - Information Advice and Support for Parents in Northamptonshire
Children and Families act 2014
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Raise a concern
if you wish to raise any concerns about your child potentially having SEND needs, please use the form below. This will be sent to us and we will contact you as soon as possible to support and guide you. To contact Mrs C Leech (SENCO), please email or call 01933 350391.
For further resources and guidance, please click on the link below:
