At Learning4life-GY, we support inclusive education.

We believe that all educational opportunities should cater for the full range of needs and we are fully invested in providing learners with special educational needs and disabilities with full access to the curriculum.

This page aims to set out how our school will support and make provision for learners with special educational needs and disabilities (SEND) and explain the roles and responsibilities of everyone involved in providing for learners with SEND.

Learning4life-GY operates in alignment with the statutory Special Educational Needs and Disability (SEND) Code of Practice; Part 3 of the Children and Families Act 2014 and The Special Educational Needs and Disability Regulations 2014. Learning4life-Gy also take into consideration the guidance regarding right support, right place, right time as highlighted within the SEND Green Paper (2023).

The aims of Learning4life-GY:

• To make reasonable adjustments for those with a disability by taking action to increase access to the curriculum, the environment and to printed information for all.
• To ensure that learners with SEND engage in the activities within the school alongside learners who do not have SEND.
• To reduce barriers to learning.
• To use our best endeavours to secure special educational provision for learners for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum, and to better respond to the four broad areas of need:
  1. Communication and interaction, for example autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  2. Cognition and learning, for example, dyslexia, dyspraxia.
  3. Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD).
  4. Sensory and/ or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy.
  5. Moderate/ severe/ profound and multiple learning difficulties.

A learner has SEND if:

They have a learning difficulty or disability which calls for special educational provision to be made for them. They have a learning difficulty or disability if they have:

• A significantly greater difficulty than the majority of others of the same age, or;
• A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream education.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream education.

Ready, Respectful, Safe.