Inclusion

Lodge Park Academy values the individuality of all our students.

Lodge Park Academy is committed to inclusion. We strive to maintain a loving and caring school community where everyone feels welcome, secure and valued. Supported by close co-operation with the home, and wider community, our children will grow into fulfilled, educated people ready to showcase their values of Ambition & Aspiration Resilience and Respect Courage and Gratitude.

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

Including:

Supporting Learners with Special Educational Needs and Disabilities
Education of Children in Care
Supporting Learners with Medical Conditions

AIMS

Lodge Park Academy is committed to providing an appropriate and high quality education to all our children. We believe that all children, including those identified as having special educational needs and disability have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. Lodge Park Academy aims to foster the personal development of each child by helping them to be ambitious, have aspiration, building their resilience, being respectful, showing courage and promoting values of gratitude.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

girls and boys, minority ethnic and faith groups, travellers, asylum seekers and refugees
learners who need support to learn English as an additional language (EAL)
learners with special educational needs
learners who are disabled
children who are significantly more able than their peers
Those who are looked after by the local authority
Others such as those who are sick, those who are young carers, those who are in families under stress
Any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the needs of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term.

At Lodge Park Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

We will also aim to model inclusion in our staffing policies, relationships with parents /carers and the community. Using our ‘Inclusion Map’ we develop the awareness and understanding of all children to ensure it supports us in being an inclusive community. The development and monitoring of the schools’ work on Inclusion will be undertaken by the Inclusion Team :

We aim to make equality of opportunity a reality for our pupils through access to a good quality, meaningful and appropriate creative curriculum.
We aim to plan for individual needs encouraging the strengths and interests of our pupils. Pupils will be targeted to support learning.
We aim to provide full access to the curriculum* through differentiated planning by the Inclusion Manager, class teachers, learning support teacher, and support staff as appropriate. (*Except where disapplication, arising from an EHC plan occurs, disapplication is very rare, and we aim to offer the full curriculum to all our pupils.)
We aim to ensure that current Codes of Practice and guidance are implemented effectively across the school and to ensure equality of opportunity for, and to eliminate prejudice and discrimination.
We aim to continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.
We aim to enable all children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of Post 16 life and learning.
We aim to involve the children themselves in planning and in any decision making that affects them.
We aim to support all our staff in meeting the needs of individual children through professional development, the sharing of good practice, the provision of resources and working with outside agencies.
We will provide reasonable adjustments as outlined in the Equality Act (2010).

We will achieve educational inclusion by continually reviewing our practice and asking key questions.

Do all our pupils achieve as much as they can?
Are there differences in the achievement of different groups of children?
What are we doing to support those pupils who are not achieving their best?
How are we involving parents and carers? How do we support inclusion?

Class Teachers and support staff ensure that children:

feel secure and know that their contributions are valued;
appreciate and value the differences they see in others;
take responsibility for their own actions;
are taught in groupings that allow them all to experience success;
use materials that reflect a range of social and cultural backgrounds, without stereotyping
(Also see Accessibility Plan 2024 / 2025) LPA_Accessibility_Plan_v_1.pdf
have challenging targets that enable them to succeed;
are encouraged to participate fully, regardless of disabilities or medical needs.

Whole school actions support inclusion by:

A curriculum designed to reflect the different cultures, religions and races in our school and one which is challenging and provides enrichment (See Accessibility Plan 2024-2025)
Achievable targets in English and maths and for all pupils;
The regular tracking of pupil attainment and the highlighting of any underachievement (analysing our KPI data, NGRT and SATs);
Targeting of support for pupils by the teachers, LSAs, and SLT;
The use of intervention programmes to support pupils with learning difficulties;
The targeting of underachieving pupils and EAL;
Induction of pupils new to this country;
A consistent behaviour policy and encouraging children to restore relationships with others and take responsibility for their own actions;
Addressing racism, sexism and bullying;
The involvement of parents and carers at parents meetings, curriculum meetings and through regular informal contact like our SEN Afternoon Tea events;
Involvement of outside agencies and specialists (Tier 3 services);
Sharing information about pupils, including health issues, with all staff

How will we monitor inclusion?

Every staff member is responsible for inclusion. However to ensure we are successful the following strategies will be used:

Regular tracking of pupil attainment through termly target setting meeting;
Monitoring and assessment schedule;
Termly review of interventions (Tracking through our Inclusion Map) with the SLT and teachers to discuss progress of pupils receiving interventions;
Annual reviews for all pupils with an Education Health and Care Plan (EHCP);
Review of targets in English and maths;
Lesson observations;
Talking to children and parents;
Teacher assessment;
KPI assessments;
Monitoring teacher’s plans and children’s work.

Our aims for pupils with Special Educational Needs and Disabilities are:

To identify, at the earliest opportunity, all children who need special consideration;
To support their physical, sensory, social, emotional, communication or cognitive development;
To ensure that these children are given appropriate support to allow every child full access to the National Curriculum in a positive framework;
To ensure that these children are fully included in all activities in the school in order to promote the highest levels of achievement;
To involve parents, pupils and external professionals in developing a partnership of support, enabling them full confidence in the strategy as adopted by the school.

Objectives

To provide a broad, balanced and suitably adapted curriculum relevant to pupil needs, through all staff sharing responsibility.
To demonstrate that meeting the needs of all children’s learning and behaviour is part of high quality mainstream education.
To plan for any pupil who may, at some time in their education, have difficulties with learning.
To promote self-worth and enthusiasm by encouraging independent learning at all ages.
To respect and promote every child’s entitlement to a sense of achievement.
To identify, monitor and support pupils who will need extra resources and/or teaching help as early as possible.
To work in partnership with the child’s parents or carers and other external agencies to provide for the child’s learning difficulties or disabilities.
To regularly review the policy and practical arrangements to achieve best value.

Definition of SEND

A child or young person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her, namely “provision different from or additional to that normally available to pupils of the same age.” SEN Code of Practice (2014, p94). 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. SEN Code of Practice (2014, p4) “For some children, SEN can be identified at an early age. However, for other children and young people, difficulties become evident only as they develop. All those who work with children and young people should be alert to emerging difficulties and respond early.” SEN Code of Practice (2014, p95). At Lodge Park Academy we believe in early intervention and we have a robust SEN CYCLE which encompasses fours Waves of Access, Plan, Do and Review.

For pupils experiencing significantly greater difficulty in learning, progress can be characterised by progress which:

is significantly slower than that of their peers starting from the same baseline
fails to match or better the child’s previous rate of progress
fails to close the attainment gap between the child and their peers
widens the attainment gap.

“It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.” SEN Code of Practice (2014, p96).

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”. SEN Code of Practice (2014, p5). The kinds of special educational need for which provision is made at Lodge Park Academy.

Special Educational Needs and Disabilities are generally thought of in the following four broad areas of need and support:

Communication and Interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Cognition and Learning

Support for learning difficulties may be required when children learn at a slower pace than their peers, even with appropriate adaptations. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspect of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as Attention Deficit Disorder, Attention Deficit Hyperactive Disorder or attachment disorder. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools, so that it does not adversely affect other pupils

Sensory and/or Physical Needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or rehabilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. This may need to be provided through an Education, Health and Care Plan.

At Lodge Park Academy, we can make provision for frequently occurring special educational needs and disabilities without an Education, Health and Care Plan; for instance: dyslexia, dyspraxia, speech and language needs, Autism, ADD, ADHD, learning difficulties, emotional difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of need can be met. The admission arrangements for pupils without an Education, Health and Care Plan do not in any way discriminate against or disadvantage disabled children or those with special educational needs through reasonable adjustments.

Reasonable adjustments at Lodge Park Academy (Also see Accessibility Plan 2024-2025):

Communication Needs:

Provide a visual timetable and / or a personal visual timetable
Use labels and signs around school
Provide an individual area to work or rest in
Use consistent images for communication (non-verbal cue cards)
Create personalised social stories
Allow extra time for thinking and responding
Break up information into smaller chunks
Use visual task plans

Specific learning difficulties / Dyslexia:

Provide a coloured overlay (Also see Dyslexia Friendly Policy under SEN policy)
Provide visual and memory aids
Break up information into small chunks
Provide technology such as a computer or use of interactive software (reading pens)
Use of pre-teaching or intervention group

Sensory Needs:

Wear cotton clothes if allergic to synthetic materials
Be taught in multi-sensory ways
Have practical equipment to support learning, ergonomic pens etc.
Provide in-ear defenders
Use of a quiet area or sensory room (Kirby)
Use of a fiddle toy
Regular breaks (3 min timeout card)
Using different ways to record work, such as writing, drawing, typing, speaking or using technology.

Attention Deficit Hyperactivity Disorder (ADHD):

Have regular breaks from working to rest or move around
Break tasks up into smaller parts
Build in time for physical play, games such as sensory circuits
Allow fiddle toys (blue tac and discreet fiddle toys)
Staff complete training on ADHD

Physical disability needs:

Provide adapted eating support such as plates with raised rims (where appropriate)
Adjustable desk height
Space to move around classroom and access all areas
Use lap trays or slanted boards
Use of technology, such as a tablet
Use of ramps
Provision of quiet space if tired and need to rest

Hearing impairment needs:

Sit pupil near to teacher
Sit pupil with a good view of teacher and peers for lip reading
Reduce classroom noise by using carpets
Provide hearing loops
Use of visual aids
Allow extra thinking and responding time
Provide personal instructions (written or visual)

Visual impairment needs:

Clear and consistent pathways and implement PEEPS
Use of practical and tactile resources
Ensure pupil’s work area is well lit
Provide technology such as a computer, e-books or read aloud
Use high contrast such as very dark text on light background
Project teaching screen onto pupil’s personal screen

Context: Lodge Park Academy’s Area of Needs as of September 2024

Identification and assessment of pupils with SEND

At Lodge Park Academy, formative assessment is embedded in daily practice. We monitor the summative progress of all pupils in core subjects such as English and Maths termly, to review their academic progress and the impact of teaching including interventions. Lodge Park Academy employs a number of assessment when reviewing the educational needs of a young person. The assessment inform staff and parents of any potential barriers to learning are used to plan targeted interventions, with measures that can be used to tract the impact of interventions.

Standardised assessments

Standardised assessments are useful to find out what a pupil’s skills are in specific areas, compared to their same age peers nationally, and to inform what provisions and referrals may be needed.

Standardised scores are explained in the table below:

A score of 100 is the ‘true average’, as 50% score above and 50% below. A standardised score below 70 is typically found in only 2.4% of the population.

Standardised scores are therefore more informative of where a pupil’s performance lies against peers nationally of the same age, as opposed to equivalent ages and raw scores.

The standardised assessments we typically use at Lodge Park Academy are below:

NB for all assessments these need to be completed with the agreement of parents/carers and pupils, with results shared with all staff including what this means for supporting them in class. Pupil data should be reviewed on an individual basis to help identify level of needs across different areas and what referrals or actions are needed.

Exam Access Arrangements:

Various Exam Access Arrangements can be offered along with the assessment data such as:

25% additional time (approved by Assessor L7 according to JCQ regulations)
50% additional time (approved by Assessor L7 according to JCQ regulations)
Reading pen
Supervised rest breaks
Prompt
Separate venue
Reader/computer reader
Scribe
Laptop
Phone (for Medical reasons such as Diabetics testing their levels)
Bilingual Dictionary etc.

We also have access to advice from the North Northamptonshire’s Specialist Teaching and Learning Service, Educational Psychology Service, CYPMHS (previously CAMHS), Maplefields, Better Together Learning Trust, Speech and Language Therapist and other external advisors who are able to use additional assessment tools.

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a plan of support, reviewed regularly, and refined revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available. If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need (recorded as “SEN Support”). If the pupil is able to maintain good progress without the additional and different resources, he or she will not be identified with special educational needs. When any change in identification of SEND is recorded, parents will be notified.

We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used. Policies for making provision for pupils with special educational needs and disabilities, whether or not they have an Education, Health and Care Plan.

Evaluating the effectiveness of provision for such pupils:

For pupils with or without an Education, Health and Care Plan, there will be at least 3 reviews of additional provision, each academic year. This will enable an evaluation of the effectiveness of the provision. As part of our budget we receive ‘national SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support.

The amount of support required for each pupil to make good progress will be different in each case and a full list of the interventions offered is on our class provision maps. In very few cases a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide top up funding to the school (Mainstream schools can apply for additional funding, referred to as ‘Early Help Locality Funding’). Enabling pupils with special educational needs and disabilities to engage in activities of the school (including physical activities) together with children who do not have special educational needs.

All clubs, trips and activities offered to pupils at Lodge Park Academy, are available to pupils with special educational needs either with or without an Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it, to provide additional adult support to enable the safe participation of the pupil in the activity.

Intervention at Lodge Park Academy

Emotional Wellbeing:

Support that is available for improving the emotional and social development of pupils with special educational needs and disabilities. At Lodge Park Academy, we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching (e.g. ELSA, ZoR etc.) and indirectly with every conversation adults have with pupils throughout the day. Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop appropriately. This will usually require additional and different resources, beyond that required by pupils who do not need this support.

For some pupils with the most need for support in this area, we also provide the following:

All our staff receive regular mental health training with key staff receiving specialised training to support our LGBTQ+ community, students with a SEND code and EAL students.
At Lodge Park Academy we work closely with the Northamptonshire NHS Foundation Trust who provide mental health support through MHST team:
Consultation service for staff for supporting students in their education
One to one counselling service for students
Small group sessions
Specialist training programmes for staff
We also work with Maplefields and SSS who provide the following services:
Training and ongoing support for our mental health ambassadors
Small group training for our pastoral staff
Workshops for parents to help them understand issues such as anxiety or anger management
Reflective sessions for pastoral staff to help ensure the support for students is the best it can be.

We work closely with several other services where we refer students for mental health support. These include:

CAMHS
CALM Zone Helpline
University of Northampton Counselling and Mental Health Team
Student Minds
Mental Health Northants Collaboration (MHNC) Counselling

Within the Lodge Park Academy we offer the following services:

Small group sessions with lead pastoral manager
Student support team for more in-depth counselling and support
1:1 Mental Health sessions with our on-site mentor
Mental Health and wellbeing promotion weeks and events throughout the year
Parent support through the partnership with Parents Evenings and drop-in service
A variety of programmes are used to support learning and behaviour. Parents are informed of the interventions their child will receive on a termly basis through Intervention reports.

Access to the Curriculum

At Lodge Park Academy we offer a broad, balanced, and relevant curriculum is differentiated/adapted to enable all young people to access the learning. In planning and teaching, teachers aim to provide suitable learning objectives/questions, meet the young people’s diverse learning needs, and remove the barriers to learning. For the majority of the week young people with SEND are taught with their peers in mainstream classes. However, where appropriate and in order to maximise learning, some young people are withdrawn either individually or in small groups, to take part in targeted, time-limited interventions, planned to meet particular needs. Deaf students’ needs are evaluated, and adjustments are made to the curriculum when needed. Young people with SEND are actively encouraged and supported to join in and benefit from additional activities and clubs.

Student Voice

At Lodge Park Academy, the views of all students are valued. Students’ questionnaires and forums are used to gather their views on their progress three times a year. All young people with SEND are aware of their individual targets and are involved in the process of setting them and using Provisions as set out in their Education, Health and Care Plan (Please see our SEND Policy)

https://www.lodgeparkacademy.co.uk/docs/policies/2024__2025_SEND_Policy_v_2.pdf

Pupils with English as an Additional Language

Pupils with EAL are supported by staff inside the classroom and in small groups. Interpreters are used when necessary.

Resources

Resources for additional needs and inclusion are purchased as appropriate and are matched to needs throughout the school. Specific individual resources are purchased where this is viable and are used to support other children where this is appropriate. Purchasing policies for English, ICT and other curriculum areas reflect the need for resources to include provision for those with additional needs.

Record Keeping

See SEND POLICIES

DRET SEND Policy https://dret.co.uk/docs/policies/sharedtrustpolicies/DRET_SEND_Policy.pdf

LPA SEND Policy https://www.lodgeparkacademy.co.uk/docs/policies/2024__2025_SEND_Policy_v_2.pdf

LPA Referral Steps https://www.lodgeparkacademy.co.uk/docs/sen d/SEND_Referral_Steps.pdf

Children in Care

Children in public care will have targets set within a personal education plan(PEP) twice a year. The targets will be set by the school, the carer and social services. We aim to send a representative to all Children in Care reviews. We aim to work closely with social services and carers. Academic progress will be reported to the governing body.

Medical Conditions

Lodge Park Academy will follow the recommendations of the Children and Families Act 2014, regarding arrangements to support students with medical conditions. Where a student also has SEND, their provision will be planned and delivered in a coordinated way with their Healthcare Plan. Lodge Park Academy has a secure medicine cabinet where medicines can be safely stored with the permission of the parent/carer. Where necessary, students are supervised to take medication in school by appropriately trained staff. Lodge Park Academy currently has five trained First Aiders on site.

Working with Outside Agencies

Lodge Park Academy promotes the value of specialist advice and support from a variety of professional and voluntary services. Lodge Park Academy also welcomes and positively promotes links with educational bodies that can promote pupils learning and provide enhanced opportunities for our more able learners.

The Director of Diversity and Inclusion liaises frequently with a number of other outside agencies and specialists:

Social Services
Education Welfare Service
School Nurse
Community Paediatrician
Physiotherapy
SSS
SENDIAS
Occupational Therapy
Educational Psychology
Autistic Spectrum Disorder [ASD] Outreach
Maplefields (LA provision)
Better Together Learning Trust (LA provision)
Speech and Language therapists
Specific learning difficulties team
Visual and hearing impaired team
Child and Adolescent Mental Health Service [CAMHS]
Children’s Society and Targeted Family Support Agency
Parents/carers are informed if any outside agency is involved.

Links with other schools/Transfer arrangements

Class teachers of children joining from other schools will receive information from the previous school; if there is a SEND issue the admissions office and Director of Diversity and Inclusion will telephone to further discuss the child’s needs. Children transferring to new schools will have records sent and the Inclusion Manager will discuss these children with other schools on request.

The Governing Body

The school's Governors have statutory responsibilities outlined in the Special Needs Code of Practice.

Equality Act

The Single Equality Act 2010 (see Policy) makes it unlawful for schools and LAs to discriminate against disabled pupils for a reason relating to their disability without justification.

Lodge Park Academy aims to cater for the full ability range and the presence or absence of a special need is not a factor in the selection of pupils from its catchment area, unless it is felt by agreement with the parents and professionals involved that alternative arrangements would be more suitable.

Working with Parents

Parents will be involved with their children’s progress both informally and formally. Positive parental involvement is important for the success of all children and is in accordance with the SEND Code of Practice. Parents will be involved right from the initial stages. Parents will be given the opportunity to express their views, be active in decision making and participate in their child’s education, at review meetings, parent consultations and induction meetings. Pupils will also be given the opportunity to express their views and comment on their success.

To support parents, evening meetings are often organised to explain key areas of the curriculum and to develop understanding of children’s special educational needs and disability. Parents will have the opportunities to meet with their child’s class teacher in a formal meeting three times a year.

Complaints

If any parent feels that Lodge Park Academy is not meeting the needs of their child they will be supported via the procedures outlined in the Complaints Policy Policy

Complaints Policy: https://dret.co.uk/docs/policies/sharedtrustpolicies/DRET_Complaints_Policy.pdf

Parents may also speak with SSS (SEN Support Services) and SENDIAS through the Local Authority.

Staff Development

The Senior Leader Team will review the needs of the teaching and support staff and provide INSET via external courses and in-school training. The needs of pupils and the interest areas of staff will also be taken into account when planning INSET.

Policy Review

This Policy will be reviewed as and when necessary to respond to any LA or Government requirements. In the absence of any such changes the policy will be reviewed on a two yearly cycle.

This policy is written in line with the requirements of:

Children and Families Act 2014
SEN Code of Practice 2014
Special Educational Needs and Disability Regulations 2014 (No. 1530)
Part 3 Duties on Schools – Special Educational Needs Co-ordinators
Schedule 1 regulation 51– Information to be included in the SEN information
report
Schedule 2 regulation 53 – Information to be published by a local authority
in its local offer
Equality Act 2010
Schools Admissions Code, DfE 1 Feb 2012
The School Information (England) (Amendment) Regulations 2012 (No. 1124)
The School Information (England) (Amendment) Regulations 2013 (No. 758)

This policy should be read in conjunction with the following school policies : Safeguarding policy, LPA SEN policy, Accessibility Plan 2024-2025.

Contact details for Dr Steenkamp

usteenkamp@lodgeparkacademy.co.uk

Useful numbers and websites

Carers in Northamptonshire –

https://www.northamptonshire-carers.org/

General Enquiries: 01933 677837

Carers Support Line: 01933 677907

The Carers Trust –

https://carers.org/

www.youngcarers.net

The Children’s Society

https://www.childrenssociety.org.uk/

Telephone: - 0300 303 7000

Lodge Park Academy