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Yewlands Academy


SEND Information & Report

Our SEND policy, SEND Information Report and Local Offer are all in-line with the requirements of:

  • Part 3 of the Children and Families Act 2014;
  • The Special Educational Needs and Disability Code of Practice 2014 and 2015;
  • The Special Educational Needs and Disability Regulations 2014;
  • The Equality Act 2010.


Our SEND policy should also be read in conjunction with the following policies: Admissions Policy (LA version), Behaviour Policy, Accessibility Plan, Assessment Policy, Equality Information and Objectives Policy, Child Protection and Safeguarding Policy, Home Learning Policy and Parental Concerns and Complaints Policy. At Yewlands Academy we are working hard to ensure we are an inclusive academy, as we continue to develop positive working relationships with an array of external agencies and organisations. These very relationships allow us to either enhance the support we provide to our SEND learners and their families or arrange and secure additional support from these organisations when the need arises. Furthermore, we strive to ensure that our SEND learners can access, participate in and engage with the same aspects of academy life as our non-SEND learners.

We also aim to ensure that all students, SEND and non-SEND, are given the same academic and pastoral opportunities. This entails a high regard for the Code of Practice 2015 in that:


  • All students are entitled to an education that enables them to make progress
  • All students have access to a broad and balanced curriculum
    Teachers are expected to set high expectations for every student, regardless of prior attainment
  • Teachers are expected to use appropriate assessments to set targets which are deliberately ambitious
  • Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from learning support assistants or specialist staff
  • The academy regards high quality teaching, differentiated for individual students, as the first step in responding to students who have or may have SEND
  • The academy regularly and carefully reviews the quality of teaching for all students, including those at risk of underachievement


The Inclusion Team has a vital role within the school and across Brigantia Learning Trust. This vision is shared across all of our Primary, Secondary and Post 16 learning establishment/s with a united approach coordinated by the locality SENCO who is a SENCO in one of the Trust’s academies.


The SEN team includes: the SENCO, SEND Liaison Officer, 3 Higher Level Teaching Assistants, Teaching Assistants who work primarily with core subjects and lead interventions and a SEND Administrative Officer. This team is one strand of our Secondary Inclusion team. Both phases work closely with our Students Support Managers as well as our Safeguarding and Attendance team.

Effective support for pupils develops from parents/carers and staff in school working in partnership together through structured conversations, meetings and regular contact by phone, email and home visits. Children/young people and their parents/carers need to be increasingly involved in planning and making decisions about their current and future education.


Links with outside agencies such as Learning Support, Health Visitor, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and Educational Psychologist Service exist. There is partnership working with other schools – both within and outside of the Trust.



Creswick Lane, Grenoside, S35 8NN

Phone:   0114 2329010




Executive Trust Governance: Simon Winslow - Director of Education

Non-Executive Trust Governance: Alison Warner - Trustee c/o Yewlands Academy



Executive Trust Governance: Simon Winslow

Non-Executive Trust Governance: Alison Warner - Trustee c/o Yewlands Academy



Trainee SENDCO - Mrs C Travis



Sheffield Local Offer: Special educational needs and disabilities (Local Offer): Support and services for children and young people from 0 to 25