Special Needs

The De La Salle Academy is fully committed to catering for those students with special educational needs. Our focus for those students with literacy or numeracy difficulties is to intervene swiftly in Year 7 to raise levels of attainment in these areas. In order to facilitate such intervention, we have invested in the Lexia program, and teachers have undertaken training in how to deliver it effectively.

Ms L. Franks is the Academy's SEN Co-ordinator, and will always be pleased to talk to parents about issues relating to their children.

SEND Policy SEND Report Local Offer Accessibility Plan & Timeline
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A Guide to SEND

Meet the Team

Packages we use


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Study Skills Club

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Literacy Club

SEND Provision

The De La Salle Academy SEND Provision
Wave 1: Effective inclusion of all pupils in high quality lessons. We deliver ‘Quality First Teaching’ through differentiation, commitment and care.
  • All lessons are differentiated to cater for individual needs and learning styles.
  • Staff use ‘Pupil profiles’ to plan and personalise lessons for SEND students.
We differentiate in the following ways:
  • By content – adapting what students learn and how they gain access to knowledge, skills and understanding
  • By task- allocate different tasks to achieve same goal
  • By outcome - what is the child expected to produce?
  • By learning needs - Visual, aural, kinaesthetic approaches
  • By time - time allocated for task adjusted to meet need
  • By scaffolding - writing frames, word lists, visual aids e.g visual timetables
  • By resources - accessible, appropriate and supportive
  • By technology and aids - use of ICT, overlays and writing ramps to ensure accessibility
  • By peer group support - buddies, group work, peer tutoring
  • By feedback ‘Feedback Fortnight’- teachers give individual feedback and set individualised goals and targets
  • By teaching strategy - focus on the vital role that teacher’s play in facilitating learning and removing the barriers to learning
Students are further supported through: A strong Pastoral system with their own Head of Year and a dedicated form tutor.
  • External support from Human Utopia and Just Group.
  • Breakfast Club
  • Homework support clubs
  • Key Stage 3 Communication studies – which reinforces Literacy, Oracy and Learning to Learn skills
  • Key stage 3 Numeracy programme
  • Half termly SALAD days ( Speaking and Listening activity days)
  • Half termly PSHE days

Small group interventions.
Wave 3:
Specific targeted intervention for pupils needing a level of support that is additional and different to that provided for the rest of the class.
Cognition and Learning
This can include:
  • Reading and spelling
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D
  • Extra Lexia small group sessions.
  • Literacy programmes
  • Numeracy programmes
  • Booster’ Catch Up’ lessons
  • Individualised and modified timetables
  • Supplementary coursework sessions
  • 1:1 support for literacy or numeracy with Outreach providers.
  • Exam concessions at KS4
  • Advice from Educational Psychologist or Learning support services
  • Applications for EHCP
Communication and Interaction
This can include:
  • Understanding language
  • Using language.
  • Understanding how to communicate socially with other people.
  • Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay.
  • Stammering – advice given to families about how to access support from outside agencies.
  • Social skills small group work.
  • Use of social stories.
  • Small group Speech and Language sessions.
  • Use of ICT
  • Peer mentoring
  • Extra coursework sessions
  • Small group or 1 to 1 support for language with Outreach providers.
  • Exam concessions at KS4
  • Advice from EP , Speech and Language Assessment Team or Learning Support Services.
Social, emotional and Mental Health
This can include those who experience short but significant periods of high anxiety, stress, distress or anger that affect their education. It can also include students who have a range of longer-term recognised mental health conditions.
Issues can include:
  • Forming and maintaining relationships
  • Bereavement
  • Attitudes to attainment
  • Attendance
  • Self-esteem and confidence
  • Social skills small group work.
  • Year 7 Nurture group curriculum
  • Individualised and /or modified timetable
  • Pastoral Manager and Learning mentor support
  • Individual Behaviour Plan
  • Time out card/ sessions
  • SEAL group work
  • Small group or 1 to 1 support for social skills.
  • Individual counselling sessions.
  • Anger management support from Outreach providers
  • Exam concessions at KS4.
  • Advice from EP or Learning Support Services
  • CAMHS support
  • EWO support
Physical and Sensory
This can include:
  • Vision
  • Hearing
  • Gross motor co-ordination
  • Fine motor co-ordination
  • Self-organisation for daily living
  • It includes conditions such as cerebral palsy, physical injury, dyspraxia
  • Additional fine motor skills practice
  • Handwriting support classes
  • Supported movement through the school e.g early exit passes.
  • In class support for supporting access and safety when necessary.
  • Individual support during subjects when necessary
  • Exam concessions at KS4
  • Occupational therapy referral
  • Advice from EP or Learning Support Services