Inclusion & SEND

At Tudor Academy, we provide effective support, differentiation and provision within a framework that is inclusive in outlook and provides strong and effective levels of communication.

At Tudor Academy, we embrace a collaborative and tailored approach to our provision for pupils with Special Educational Needs and Disabilities (SEND). Recognising the unique potential of each child, we are committed to forging strong partnerships with parents, carers, and relevant external agencies to design the best possible educational experiences for our SEND pupils.

Our SEND Provision at Tudor Academy includes:

• Tailored Curriculum: We provide an inclusive and adaptive curriculum that is adjusted to suit the needs and abilities of each child. This ensures that all students, especially those with SEND, have access to education that maximises their learning potential and personal development.
• Early Identification: We prioritise the early identification of SEND requirements to ensure timely and effective intervention. This approach is designed to maximise the positive impact of our tailored provisions throughout the pupils’ educational journey.
• Inclusive Participation:  We are dedicated to ensuring that all children requiring SEND provision are integrated and actively participate in all school activities. This fosters a sense of belonging and community among our students.
• Parental Involvement: We actively involve and keep parents informed about their child’s performance and progress. We believe that parents and carers hold essential insights into their child’s needs and are vital partners in supporting their educational journey.
• Pupil Empowerment: Our approach empowers pupils benefiting from SEND provision to be involved in making choices and decisions that affect their education. We encourage their input to ensure that our support aligns with their personal and educational needs.

Stages of SEND Support:

Tudor Academy employs a graduated approach to support, starting with in-school interventions, progressing to significant input from external agencies, and leading up to the establishment of an Education, Health and Care Plan (EHCP) for those who require the most intensive support . This approach ensures that interventions are tailored and escalated according to the specific needs of each child, effectively supporting their educational and developmental progression.

1. School Support:  At this initial stage, interventions are primarily based within the school, utilising our own resources and expertise to support the child’s learning and development.

2. Enhanced School Support: This stage involves significant input from external agencies to complement our school-based efforts, providing a more intensive support system for those who need it.

3. Croydon Locality Support: We are part of the Croydon Locality.  Before proceeeding to EHCP it is usual for us to ask advice from the Locality Lead.  More information about Croydon Locality Support can be found in pur SEND information report.

4. Education, Health and Care Plan (EHCP): For children with the most significant needs, an EHCP is developed. This plan is personalised, detailing specific targets and is reviewed annually to ensure it continues to meet the child’s evolving needs. EHCPs involve a thorough assessment process and are sanctioned at the local authority level.

At Tudor Academy, we firmly believe that a robust partnership with parents and carers is fundamental to enabling children and young people with SEND to reach their fullest potential. Parents and carers bring a unique perspective and understanding of their child's needs, making them indispensable partners in our collaborative educational approach.

Further details of our provision can be found in the document below:

SEND Provision at Tudor Academy

Our Inclusion Lead is Joli Milward and our SENDCo is Emma Booth. Both can be contacted via the academy office on 01689 843103.