Inclusion

Netherwood Academy is committed to ensuring all of our scholars have an equal opportunity to achieve. We are a diverse and inclusive academy fostering a sense of belonging for all of our staff and scholars alike. Our curriculum offers support and challenge for all scholars in order to continuously develop and promote language within each subject area. Language is taught explicitly across all lessons to ensure the curriculum is accessible to all scholars, regardless of their current level of English.

Currently at Netherwood there are over 20 different languages spoken by our Scholars. To ensure the right support we have incorporated targeted EAL support during form time to provide high impact intervention for scholars who are new to English and ensure that all scholars are prepared for lessons.

The academy uses the Government’s definition of EAL learners:

‘A pupil is recorded to have English as an additional language if they are exposed to a language at home that is known or believed to be other than English. This measure is not a measure of English language proficiency or a good proxy for recent immigration.’ (DfE Schools, Pupils and their Characteristics July 2020).

Our Intent

Our EAL provision is designed to:

1. Promote inclusion and equity – ensuring that all scholars have full access to the curriculum and wider school life, with any barriers to language learning identified and removed.
2. Develop language proficiency – supporting scholars to acquire the academic English needed to succeed across all subjects, while recognising and valuing their home languages and cultural identities.
3. Raise achievement and aspirations – ensuring EAL scholars make strong progress, achieve their potential, and are well-prepared for further education, training, and employment.
4. Celebrate diversity – fostering a culture of respect, belonging, and pride in linguistic and cultural heritage within the school and wider community.
5. Work in partnership – engaging with parents, carers, and local services to provide joined-up support that meets the needs of scholars and families.

Our Approach

Pupil Voice: Ensuring EAL scholars contribute to decisions about their education and feel confident in expressing their experiences.

Early Identification: Assessing scholars’ English language proficiency promptly on arrival and using this to inform tailored support.

Quality First Teaching: Embedding inclusive strategies in every classroom so that EAL scholars are supported in accessing the full curriculum.

Targeted Support: Providing interventions and language development programmes where additional input is needed. Scholars whose native language is not English will complete an assessment with our specialist teacher using FLASH Academy which uses a proficiency scale from A (New to English) to E (Fluent) for: Listening, Reading, Speaking, Writing and an Overall grading. This information allows staff to better understand the needs of each individual when planning lessons and considering key vocabulary.

Skilled Staff: Equipping all teachers and support staff with the skills and strategies to meet the needs of EAL scholars through professional development.

Cultural Inclusion: Encouraging pupils to share and celebrate their linguistic and cultural backgrounds as an asset to the school community.

EAL FAQs – Supporting Our Scholars

1. How does the school identify EAL scholars and their needs?

When a scholar joins the Astrea Academy Netherwood, we collect information about their first language, previous education, and level of English. We also carry out an assessment of their English proficiency using Flash Academy. This helps us plan the right support from the start.

2. What support will my child receive if English is not their first language?

All EAL scholars receive high-quality, inclusive teaching in every lesson. Where needed, they may also get targeted support such as small-group English sessions, vocabulary building, or tailored interventions to help with reading, writing, speaking, and listening.

3. How will teachers help my child access the curriculum?

Teachers use strategies such as visual aids, key vocabulary lists, modelling, scaffolding, and peer support to make sure EAL scholars can fully engage with lessons. Learning is adapted so your child can participate confidently while building their English skills.

4. Will my child’s home language be valued?

Yes – we see bilingualism and multilingualism as a strength. Scholars are encouraged to use their home language to support learning, and we celebrate cultural and linguistic diversity through events, displays, and curriculum enrichment.

5. How will I be involved in supporting my child’s progress?

We work in partnership with parents and carers. We provide updates on progress, share resources to support learning at home, and use interpreters or translated materials if needed. Your views are important, and we welcome regular communication.

SEND at Astrea Academy Netherwood

SENCO Miss Chantelle Selby Chantelle.Selby@astreanetherwood.org

Assistant SENCO Mrs Emma Currie Emma.Currie@astreanetherwood.org

Assistant Principal (Inclusion) Mrs Fiona Gwynnette Fiona.Gwynnette@astreanetherwood.org

What is SEND?

A child has a special educational need or disability (SEND) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

1. have a significantly greater difficulty in learning than the majority of others of the same age; or
2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

The SEND Code of Practice 2014 (updated January 2015) sets out four broad areas of special educational need that include a range of difficulties and conditions:

4 Broad Areas of Need
Communication and Interaction	Cognition and Learning	Social, Emotional and Mental Health	Sensory and/or Physical
Speech, Language and Communication needs Autistic Spectrum Disorder	Specific Learning Difficulties (SpLD)      eg Dyslexia , Dyspraxia, Dysgraphia and Dyscalculia Moderate Learning Difficulties (MLD) Severe Learning difficulties (SLD) Profound and Multiple Learning Difficulties	Anxiety Disorders ADHD Social Disorders Mental Health Concerns Eating Disorders Depression	Visual impairment Hearing Impairment Multi-Sensory Impairment (MSI) Physical Difficulty

Astrea Academy Netherwood – SEND Statement of Intent

At Astrea Academy Netherwood, we are committed to providing an inclusive, nurturing, and ambitious education for every pupil, including those with Special Educational Needs and Disabilities (SEND). We recognise that all children and young people are entitled to a high-quality education that enables them to:

• Achieve their best
• Become confident individuals living fulfilling lives
• Make a successful transition into adulthood, whether into employment, further education, or training

Our Intent

In line with the Children and Families Act 2014, the Equality Act 2010, and the SEND Code of Practice (2015), our SEND provision is designed to:

1. Identify needs early – ensuring timely and accurate identification of SEND so that pupils receive the right support as soon as possible.
2. Promote inclusive practice – ensuring that pupils with SEND learn alongside their peers, with adaptations and personalised approaches where necessary, so they can access a broad and balanced curriculum.
3. Raise aspirations and achievement – providing tailored support and challenge so that every pupil with SEND can make strong progress and realise their potential.
4. Work in partnership – engaging meaningfully with parents, carers, and external professionals to build a shared understanding of each child’s needs and to co-produce effective support plans.
5. Develop independence and resilience – equipping pupils with the knowledge, skills, and confidence they need for adulthood, including preparation for further education, employment, and independent living.
6. Foster belonging and wellbeing – ensuring every pupil with SEND feels safe, valued, and respected within the school community.

Our Approach

• We follow the graduated approach (assess, plan, do, review), ensuring personalised support that evolves with each pupil’s progress and needs.
• We implement reasonable adjustments to remove barriers to learning and participation.
• We provide quality first teaching as the foundation of SEND support, enhanced by targeted interventions and specialist provision where required.
• We prioritise student voice, ensuring that children and young people with SEND are heard, understood, and involved in decisions about their education.
• We are committed to professional development, so that all staff are confident and skilled in meeting diverse needs.

Our Vision

Our vision is that every child at Astrea Academy Netherwood, regardless of their individual needs or starting points, is empowered to flourish academically, socially, and emotionally. We aim for pupils with SEND to leave us as confident, independent learners, ready for the opportunities and challenges of the future.

Would you like me to also draft a SEND Information Report summary (the operational side of how this intent is put into practice) to sit alongside this statement of intent? That would give parents and inspectors a clear link between vision and delivery.

Identification and Assessment of Scholars with SEND

As set out in the SEND Code of Practice, the academy follows the Graduated Approach to Assessment, which follows the four stages of Assess, Plan, Do and Review. This allows for a more personalised approach to the identification, planning and assessment of SEND.

Where appropriate, a School Focus Plan will be created for scholars and shared with all teaching and pastoral staff. A School Focus Plan will outline key information about the scholar’s needs, the recommended strategies and reasonable adjustments that will be made in class, as well as an outline of any additional, targeted interventions the scholar is in receipt of. SFPs are reviewed regularly and informed by teacher feedback and assessment as well as scholar and parent/carer voice.

Local Support Available

SENDIAS, Barnsley – https://www.barnsley.gov.uk/services/schools-and-education/special-educational-needs-and-disabilities-send/barnsley-sendiass/

Barnsley Local Offer – https://www.barnsley.gov.uk/services/schools-and-education/special-educational-needs-and-disabilities-send/

CompassBe/CAMHS – https://compass-uk.org/services/compass-be-barnsley-mental-health-support-team/

You may also wish to read the following documents which can be found on our website in the Policy section.

Astrea Academy Netherwood SEND Policy

Astrea Academy Netherwood Inclusion Policy

Astrea Academy Netherwood Accessibility Policy

FAQ’s

1. How does the school know if my child needs extra help?

• We listen carefully to parents, carers, and pupils.
• Teachers monitor learning and wellbeing every day.
• We use assessments, tests, and observations to spot difficulties.
• If we think your child may need additional support, we will talk with you straight away.

2. What should I do if I think my child may have SEND?

• Speak to your child’s class teacher first.
• You can also contact our SENCO directly.
• We will work together to understand your child’s needs and agree the next steps.

3. How will my child be supported in class?

• Quality First Teaching – every teacher is trained to adapt lessons for pupils with different needs.
• Extra support – teaching assistants may give small-group or 1:1 help when needed.
• Adjustments – we may use different resources, strategies, or technology to make learning accessible.
• Personalised plans – some pupils have additional targets or support strategies written in their passport.

4. How will I know how my child is doing?

• You’ll be invited to regular review meetings.
• We’ll share progress through reports, phone calls, and scholar review evenings.
• You’ll always have the chance to ask questions and give your views.

5. How will my child be involved?

• We listen to what pupils say about their learning and support.
• They help set their own goals where appropriate.
• We encourage independence and self-confidence.

6. What specialist services are available?

We work closely with outside agencies when extra expertise is needed, including but not limited to:

• Educational Psychologists
• Speech and Language Therapists
• Behaviour and Mental Health Services (CAMHS)
• Sensory Impairment Support Teams
• Occupational Therapists and Physiotherapists

7. What training do staff have?

• All teachers and support staff receive ongoing training in SEND strategies.
• Our SENDCo has specialist qualifications.
• Staff regularly update their knowledge through CPD in areas such as autism, dyslexia, ADHD, and social, emotional and mental health needs.

8. How accessible is the school?

• The building is accessible for pupils with mobility needs.
• We provide reasonable adjustments for children with sensory or medical needs.
• We promote a culture of inclusion, respect, and kindness.

9. How will the school help with transitions?

• We arrange extra visits and meetings for children moving into our school.
• Transition support is also available when pupils move between classes or onto secondary school.
• We focus on preparing pupils for adulthood – including independence, employment, and further education.

10. Who can I contact for more information?

You can also find more information on the Barnsley Local Authority SEND Local Offer website.

SENCO: Miss Chantelle Selby

Contact details: Chantelle.Selby@astreanetherwood.org

Assistant SENCO: Mrs Emma Currie

Contact details: Emma.Currie@astreanetherwood.org