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SEND & Disabilities
Our Inclusion Manger/SENCO is Miss Kate Wood.
Special Educational Needs and Disability (SEND) is a key part of all educational establishments. At Harris Junior Academy Carshalton we work closely with staff, parents and pupils to ensure we are able to meet the needs of all children.
From September 2014 the government have introduced many changes to SEND for schools and it is important that parents have access to all the information they need to make an informed decision as to which school they feel will be able to provide the right provision for their child.
As part of these changes the London Borough of Sutton have a website which details the local schools and the provision which each of these offer. You are able to access the Local Authority's local offer here.
As part of the changes each school has to make available a SEND report for current and prospective parents to help you make an informed decision about which educational establishment is right for their child. You can read our school report here.
Below you will also find key documents in regards to SEND at Harris Carshalton.
At Harris Carshalton we have an open door policy and we always welcome input from parents and carers in regards to their child’s needs.
If you would like to meet our Inclusion Manager/SENCO, please contact her using the details below:
|The Inclusion Manager/SENCO is Miss Kate Wood.
Contact details: 0208 647 7324
Harris Junior Academy Carshalton's provision for pupils with SEND
Harris Junior Academy Carshalton 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 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 1st September 2014, 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 SEND 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 SEND
- 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 updated SEND Code of Guidance 2015, please visit