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SEN & Disabilities
All students have the right to achieve their maximum academic and social potential. At the Academy we believe that all students have learning differences rather than learning difficulties and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.
We offer a range of support to develop teachers expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO, as well as specialist advice/input within the classroom. We also have a learning resource base in the Academy where students can access specialist intervention as appropriate.
You will find detailed provision maps of what Harris Academy Purley can currently offer for your child depending on his/her needs and the support he/she requires. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.
Our Special Educational Needs Coordinator (SENCO) is Yvonne Dixon, Assistant Principal
Students with SEND
Harris Academy Purley 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 as well as every other student, 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 recognise that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.
We believe that many students, 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 his/her full potential. We support the principles of the New Code of Practice and as such all teachers throughout the Academy take responsibility for meeting the needs of students with Special Educational Needs and Disabilities.
From 1st September 2014 there have been 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
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 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
Click here to view the SEN Code of Practise.
All the policies below have been signed by the Chairman of Governors.