Ms Hatice Ahmet
 Special Educational Needs Co-ordinator (SENCo) for The Primary   Academy          

As a Church of England Academy, we are inclusive of all regardless of creed, colour race, gender, sexual orientation or ability.  We hope to transform the lives of our pupils, students and our wider community by putting our core values of love, integrity, generosity, hope and tolerance (LIGHT) into action. As such, all should feel welcome and respected. Schools are, in part, measured by academic success.  Pupils and students know this. We must help and enable each pupil and student to succeed to the best of their ability by providing high-quality lessons and an appropriate curriculum for our pupils and students.

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe.

The John Wallis Church of England Academy is committed to inclusion. Part of The John Wallis Academy’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

Definition of SEND

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty if he or she:

(a) Has a significantly greater difficulty in learning than the majority of others of the same age; or

(b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions (DfE and DoH, 2015, p 4).

(c) The definition of learning difficulty does not apply to pupils or students who have learning difficulties solely because his/ her first language is different from the language in which he/she will receive his/ her education.

The four areas of need are as follows:

  • Communication and interaction 
  • Cognition and learning 
  • Social, emotional and mental health difficulties 
  • Sensory and/or physical needs (DfE and DoH, 2015:97-98) 

Definition of disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ (DfE and DoH, 2015, p16 –see appendix 2).

  1. The categories of Special Educational Need for which provision is made at The Academy

At The John Wallis Academy, we can make provision for frequently occurring Special Educational Need without an Education, Health and Care Plan (EHCP). This includes Dyslexia, Dyspraxia, Speech and Language Needs, Autism Spectrum Condition (ASC) (see appendix 2), learning difficulties and emotional/social difficulties. There are also other specific disabilities and Special Educational Needs which do not occur as frequently and with which the school is less familiar, but we are able to access training and advice so that these needs can be met if at all possible.

The Academy also currently meets the needs of pupils and students with an Education, Health and Care Plan (EHCP) with the following kinds of Special Educational Need: Speech and Language Needs, Physical Disability, Attention Deficit and Hyperactivity Disorder (ADHD), Social, Emotional and Mental Health (SEMH) and Autism Spectrum Condition (ASC).  Parents can find additional information and guidance about the process of applying for an Education, Health and Care Plan (EHCP) by going to the Local Offer web page:


Decisions on the admission of pupils and students with an Education, Health and Care Plan are made by the Local Authority in consultation with parents and schools. The admission arrangements for pupils and students without an Education, Health and Care Plan (EHCP) do not discriminate against or disadvantage children with Special Educational Needs or/and a disability.