SEND Policy

1a. Philosophy

At ACE we believe that all students have an equal right to high quality provision, tailored to their specific circumstances, needs and interests which is focused on successful transition to their next stage of education, employment or training.  Student’s entitlement to a secure, focused and relevant educational provision is irrespective of any learning, behaviour and / or disability needs or challenges.

1b. Aims

All students at ACE have experienced personal barriers to successful engagement with mainstream educational provision and to this extent all students attending ACE (PRU) may be considered as requiring provision that is ‘above and additional to’ (SEND Code of Practice 2014).

Within ACE we define students with SEN interventions as those that require support and / or interventions ‘above and beyond’ the standard curriculum provision and support that would be provided to any student attending ACE and those students who have been referred to ACE and already flagged as ‘SEN support’ by the referring body.

A number of students will have additional needs that have resulted in formal EHCP applications and status.

Many students have multiple services involved including Mental Health, Social Care and Medical and these add additional needs for the student which ACE seeks to support and address.


Our SEND policy and information report aims to:

  • Introduce the approach we take to assessing students’ needs and interests when creating a individualised educational provision package
  • Set out how we support and make provision for pupils with special educational needs and / or disability needs (SEND), including those with an Education and Health Care Plan (EHCP)
  • Outline the roles and responsibilities of staff working within and for ACE in supporting all students.
  • Outline our processes for tracking, reporting and evaluating students’ progress to ensure the best possible outcomes for all
2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

3. Definitions

A pupil 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 in learning 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 schools


Within ACE we define students with SEN interventions as those that require support and / or interventions ‘above and beyond’ the standard curriculum provision and support that would be provided to any student attending ACE and those students who have been referred to ACE and already flagged as ‘SEN support’ by the referring body.4. Roles and responsibilities


4.1 The SENCO / Pupil Progress Team

To provide the required capacity the functions of the SENCO are carried out by Pupil Progress Team as identified below with specific oversight responsibilities held by:

Hayley Bewley  Pupil Progress Manager (and link to schools and Educational Psychology)

Simon Jump      SLT link

Zobia Bukhari.   Pupil Progress, (EHC students and staff use of external professional advice)

Supported by:

Teaching and Learning Lead Team                               Route Mainstream and Route 19 Leads  

Student Behaviour and Welfare Lead Team                 Alternative Provision and School Link Teams

SLT Oversight and nominated SEN(D) Governor


The broad remit of the PACE and Pupil Progress teams is to ensure

  • The accurate identification and assessment of SEN(D) needs and the creation of a relevant tailored curriculum package (PACE)
  • Identification of a clear pathway back into education, employment and training with shared and agreed success markers (Pupil Progress)
  • Effective monitoring and tracking of student progress and evidence based allocation of additional resources, support and / or interventions (Pupil Progress)
  • Review and evaluation of existing practices and advise to strategic bodies / SLT for the development of required new and additional resources / interventions (SLT on advice from relevant teams)


4.2 The SEND Governor

The SEND governor will:

  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this through regular engagement visits
  • Provide challenge to the ACE SLT to ensure that all students have equal opportunity to required support, interventions and opportunities
  • Help to raise awareness of SEND issues at governing board meetings
  • Work with ACE SLT and indirectly Pupil Progress Team to determine the strategic development of the SEND policy and provision on a year to year basis and to ensure provision reflects existing and anticipated needs across the local authority area.


4.3 The Headteacher and SLT Team
  • Ensure that the ACE SEN(D) policy and all associated policies (Curriculum, Pastoral, Rewards and Sanctions) are being consistently and fairly applied
  • Ensure that ACE practice is aligned to ongoing best practice recommendations, is complaint to all relevant legislation and supports the work of staff in promoting students outcomes for all
  • Monitor, quality control and challenge the internal data produced to ensure that all students, regardless of their specific needs are making appropriate levels of progress.
  • Work with the SENCO and SEND governor to determine the strategic development of the SEND policy and provision in the school in anticipating current and future student cohorts and their needs
  • Have overall responsibility for the provision and progress of learners with SEN and / or a disability


 4.4 All staff (teachers, instructors, Behaviour Support Staff)

All staff are responsible for:

  • The attendance, engagement and behaviour of all students
  • In monitoring, tracking and reporting on the progress and development of every student
  • In using data and personal knowledge of each student to effectively plan for targeted, relevant and appropriately challenging lessons
  • To anticipate and react to the needs of students and support them in achieving, recognising and celebrating personal success and achievement.
  • Ensuring that students with identified learning, behaviour, social, health and or disability needs have these taken into account in the planning and delivery of the curriculum and have equal opportunity to progress, succeed and achieve.
  • Ensuring they follow this SEN(D) policy
5. SEND Information Report

5.1 The kinds of SEN(D) that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), social and communication issues and those with self-esteem and self-regulation issues.

Due to the nature of the current building and site, and reflecting the operation of alternative venues, ACE does not cater for students with longstanding physical or sensory impairments but does make all necessary reasonable adjustments in catering for students where these maybe short term needs.


5.2 Identifying pupils with SEN and assessing their needs

Students are referred to ACE via mainstream schools, Admissions, Virtual School, ALPS or SENAT and in all cases a detailed referral form is requested outlining past educational history, attainment and any previously identified learning, medical and / or disability needs. Each referral is discussed at the weekly Hub Allocation Meeting (HAM) to identify the most appropriate intervention for ACE to offer according to our published menu of services.

New students begin within the PACE unit for up to 6 weeks to allow for the PACE / Pupil Progress Team to undertake an assessment and induction process which includes:

  • Interview with parents, students and their referring school
  • Completion of baseline diagnostic assessments around literacy, numeracy, learning style and well-being
  • Specialised screening assessments and the use of Educational Psychology service where standard assessments indicate a need
  • Time spent with the student by the PACE, Teaching, Behaviour and Career’s lead teams in order to develop a positive relationship and identify areas of strength, interest and need
  • Discussion with the student around identifying the most appropriate plausible route to adulthood and what their individualised curriculum package therefore needs to contain
  • Each student is then returned to the HAM panel for a final decision to approve and finalise their recommended educational provision plan
  • Distribution of a Pupil Information Plan highlighting key information, sent to all staff when a new student joins ACE to assist staff in relationship building and appropriate provision planning.


 5.3 Assessing and reviewing pupils’ progress towards outcomes

All students are individually monitored and tracked via:

  • Attendance and punctuality figures (SIMS)
  • Individual staff marking, assessment and feedback (SMART)
  • Rewards and Sanctions systems via SIMS (SMART)
  • Pupil Progress Team (ACE Skills for Success) and Safeguarding Teams (CPOMS)
  • By each student’s nominated Coach (maintaining contact with parent / carers) (SMART)
  • Weekly reports from schools / provisions that students are also attending (SMART)

The Pupil Progress Team hold responsibility for ensuring that all students are making progress towards their individual targets and over-see a range of additional interventions, both curriculum and personal development focused that can be accessed if appropriate.  These include but are not limited to:

  • Changes to an individual’s timetable (CAM process)
  • Change of pathway and / or use of alternative provision (HAM)
  • Use of specialist interventions (Learning Support, Educational Psychology, CAMH etc. (HAM)
  • In-house intervention projects (ZSL Whipsnade, Directional, Mentoring, Outreach) (HAM)
  • Engagement of multi-agency working (Resolutions, Sexual Health, Social Care) (HAM)
  • Use of in-house staff, flexibility of approach, individualised delivery, adjusted school timings (CAM)

For staff leading on the delivery of a curriculum based subject leading to recognised accreditations and qualifications, staff will work with the SENCO / Pupil Progress Team to carry out a clear analysis of the pupil’s needs and appropriate support strategies to be implemented. This will include but not be limited to:

  • Identification of appropriate and relevant accredited courses
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant
  • Will take into account any appropriate exam dispensations to be applied for via the Exams Office

All staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required (via SMART). We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.


5.4 Supporting Students to their best possible outcomes

  • All students are working on an identified pathway: Route Mainstream towards reintegration back into mainstream education or Route 19 into post Year 11 vocational and / or academic based learning
  • All students access an individualised curriculum package between ACE / School or ACE / Provision which is based around their Individual Provision Plan (SMART)
  • All staff are provided with detailed student information (Pupil Information Plan) prior to a student starting detailing key educational history and attainment (SMART)
  • Where students are attending a school or provision placement, attendance, safeguarding and curriculum information is shared and joint reviews of progress held (CPOMS / SMART)
  • Route Mainstream students access in-school support when undertaking a re-integration and Route 19 students receive individualised Careers support when planning for and undertaking transition to post 16 placements. (SMART)
  • All teaching is within very small groups (max 1:4 ratio) and both students (via coach) and staff (via CAM) can request curriculum / timetable / grouping changes if required
  • All students are allocated a personal coach to keep an overview of their progress, to maintain links with home and provide adult overview / guidance as required
  • The Pupil Progress Team, including the functions of a SENCO roll, oversee all students to ensure that progress over time is made and to consider the use of specialised interventions as and when appropriate
  • Weekly CAM meetings allow for adaptions to student’s individual timetables to be made and for additional support and interventions to be built in
  • Weekly HAM meetings allow for referrals to be made to external agencies to access additional and specialised support if required (Social Care, CamH, EP and Learning Support, ASD assessments, Early Help Assessments etc.)
  • Where appropriate, an application for a EHC plan will be made
  • ACE published an annual SEN(D) report (available via website on or request from reception) which indicates the SEN(D) services available to students and parent / carers and includes links to the Local Authority published SEN offer.


5.5 Expertise and training of staff

Staff at ACE, especially within the Pupil Progress Team are long standing and experienced practitioners.  Individual staff training needs are identified via annual appraisal and staff are circulated with training opportunities which they may request to attend.

Partner agencies (Educational Psychology, Medical Services, SENAT, CAMH) are aware of the work of ACE and circulate staff training opportunities to ACE.

Specific training needs which may arise from changing cohorts are identified through internal processes and Pupil Progress / SEN Lead may commission specific training for staff to address these.


5.6 Complaints about SEN provision

As with all students, complaints about provision (SEN(D) or otherwise) in ACE should be made initially to the students’ coach who will arrange a meeting with a member of the Pupil Progress Team to discuss the nature of the complaint and try and resolve amicably. If this is unsuccessful then the complaint will be handled by the SLT team and for those students with an EHC Plan, a member of the SENAT service.

Complaints regarding an EHC plan or decision must be made directly to SENAT via their own complaints procedure which can be requested direct from the EHC named SENAT link officer.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that ACE has discriminated against a student on the grounds of:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services
6. Working with Students with Medical Needs
    • Referral forms to the ACE service ask for a student’s medical history and any known allergies, conditions and medications
    • Interviews with parents / carers and the student also ask for medical information and this is all stored securely via SIMS and relevant and appropriate information shared by Pupil Progress with the wider staff team (i.e. allergies to the Food staff, medications to First Aiders, injuries to Sports leaders)
    • ACE always has First Aid trained staff available both within the centre and on all trips and visits.  Medications can be stored securely with the agreement of parents / carers and given to students as required
    • For students with specific medical care needs, these would be discussed with parent / carers and appropriate measures put in place.  ACE can call on the support of the School Nursing Service, Local NHS services and CAMH link worker where required
    • For students with longer term and / or more complex needs, a Medical Tuition Service is offered via the Local Authority Behaviour Intervention Support Service (BISS) and they operate their own direct referral service which ACE can signpost to.
     7. This policy links to our policies on:
    • Accessibility plan
    • Behaviour
    • Equality information and objectives
    • Attendance
    8. Policy Review

    This policy and the SEN(D) information report are reviewed annually by the Pupil Progress Team (functioning as a collective SENCO) and the link Deputy. The policy is submitted annually for approval to the ACE Management Committee and all changes and amendments are consulted on across the staff team and with the named SEN(D) Governor.

    The policy and processes are updated if changes are made to national or local guidance, to reflect best practice and to ensure a close fit with the changing cohort of students ACE works with.

    Approved by ACE Management Committee:                 February 2022

    Policy Review Date:                                                           February 2023