The Kingsway Academy is committed to providing the conditions and opportunities to enable any student with a SEND need to be fully included in all aspects of academy life. All students should enjoy equal access to a broad range of educational opportunities. We value all students equally. We also value their right to be different and recognise that they have individual needs and ambitions. All staff have high expectations of the progress and attainment of Students with Special Educational Needs and Disabilities (SEND) and typically students make strong progress with us. All staff aim to provide appropriate learning and teaching experiences within a supportive pastoral framework. We aim to celebrate their successes and to foster their development as independent learners in partnership with families and the wider community.

A student has SEND if they have a learning difficulty which calls for special provision to be made for them. A learning difficulty means that the student either:

  • Has significantly greater difficulty in learning than the majority of students of the same age.
  • Has a disability, which either prevents or hinders the student from making use of the educational facilities which are provided for students of the same age in a mainstream school/academy.
  • Special educational provision means educational provision, which is additional to, or different from, the provision made generally for students of the same age in a mainstream school/academy.

The academy will have regard to the current SEND Code of Practice 2015 when carrying out its duties towards all students with SEND and ensure that parents are notified of a decision by the academy that SEND provision is being made for their child. We will engage with parents and students in the process from the start. We will also consult staff to identify their SEND training needs. The Code of Practice recommends that schools adopt a Graduated Approach Model using a plan, do, assess and review cycle.



Our Commitment

Students with Special Educational Needs are fully integrated in to The Kingsway Academy. SEND (Special, Educational Needs and Disabilities) students will be encouraged to participate in all of the decision-making process and contribute to the assessment of their needs, review and transition processes. We will ensure that parents are notified of a decision by the academy that SEND provision is being made for their child. We will engage with parents and students in the process from the start, and parents will be treated as key partners and supported to play an active and valued role within their children’s education. We will involve external agencies as appropriate, to ensure positive outcomes for our students.


The SEND team at The Kingsway Academy are fully committed to securing and where appropriate, providing entitlement to support for students. This entitlement includes supporting and encouraging SEND students to develop independence in their learning and skills for life. The Kingsway Academy provides a broad and balanced curriculum for all students. SEND students have equal access to this curriculum.

We have a focus on key skills development, particularly in literacy and numeracy and access to a range of professionals, students are provided with a secure and caring approach to support both their academic and personal progress in school. The academy strives to help students realise their potential: the personal, social, emotional, physical, creative and intellectual qualities and abilities they will require to enjoy fulfilling, active lives in education and beyond.


The Kingsway Academy aims to build self-confidence in students, a confidence in their teachers and those who support them that they will achieve. Students, particularly those with high needs, will have confidence that the additional support they require will be provided to ensure they make progress and that they are able to access mainstream lessons with learning needs identified and addressed.

We believe that SEND students are entitled to an education that enables them to make progress so that they:

• Achieve their best
• Become confident individuals and live fulfilling lives
• Make a successful transition into adulthood

We will ensure that

• High quality teaching that is differentiated and personalised will meet the needs of the majority of students
• All teachers are teachers of special educational needs
• SEND provision is underpinned by high quality teaching and is compromised by anything less.
• We work with primary schools to ensure appropriate provision is made for high needs students and appropriate transition provision is made.
• We maintain communication with students about their learning, progress and needs.
• We effectively communicate with parents/carers about their child’s progress and provide opportunities for parents to contribute to Individual Educational Plans and targets (Code of Practice).
• Indicate to teachers potential barriers to learning and how to support students to manage those barriers (through the use of the SEN register, additional needs register, IEPs and student passports) in order to maximise quality first teaching.

The SEND Team

The Kingsway Academy has an appointed team of specialist and experienced staff to lead and develop SEND provision.

The Special Educational Needs and Disabilities Co-ordinator (SENDCO) has specific responsibility for students with a statement of Special Educational Needs or Education Health and Care plan and also the overall attainment and progress of any student listed on the SEND List.  The role includes:

  • Taking a lead on improving the quality of teaching and learning for SEND students in the mainstream classroom
  • Leading a team of Learning Support Assistants and Graduate Learning Support Assistants
  • Liaising with parents/carers/teachers/LSAs
  • Leading the Annual Review process
  • Overseeing the writing and maintaining of person centred profiles for students
  • Updating and monitoring the SEND List
  • Liaising with primary school SENCOs, teachers, children & their parents
  • Developing and allocating resources (physical and human)
  • Liaising with post-16 providers
  • Producing, collecting and sharing information about SEND students following interventions or external guidance
  • Advising on the best strategies to support students within a classroom to ensure teaching meets the needs of all students
  • Oversee interventions put in place to support SEND students when appropriate
  • Liaising with external agencies to ensure that all support is appropriate for each individual student when it is necessary

SENDCO: Stacia Pettersen

“My name is Stacia Pettersen and I am delighted to be the SENDCO at The Kingsway Academy. I have been in this role since 2014 and our department has gone from strength to strength. Our focus is Special Educational Needs and Disabilities (SEND) ensuring that students in the academy with additional needs are fully included within the curriculum and reasonable adjustments are made to classroom practice as appropriate in line with SEND code of practice 2015.

My role is as diverse as each student that we support and no two days are the same. I analyse SEND data to put appropriate plans in place, I have meetings with multiple agencies including NHS, Local Authority and social care to ensure that we work cohesively with our families and I work directly with students as well as leading our effective team of Learning Support Assistants. I also support our student services department on a daily basis and I am a first aider for both staff and students.

My biggest passion is making a difference in children and young people’s lives. My main interest outside of education is my family, I am wife to Dean who is a serving soldier in the British Army and I am stepmother to Emma who is 13 years old. My mum Jackie has been a big inspiration in my life and still continues to offer me valuable advice, this was along with my dad who sadly passed away in 2014 but I still quote his words of wisdom.

I have worked previously in both mainstream and special schools, in different roles but always with a focus on SEND and Inclusion. I have worked as part of both senior and middle leadership teams, and I have been in working in education since 2004 when I became a classroom teacher. I have had success in securing a lot of positive outcomes for the students that I been fortunate to work with, a lot of have gone on to university, employment and further training.

I consider myself a friendly and approachable person, so please feel free to pop in to the academy at any point to discuss any SEND concerns as I welcome parental feedback as key partners in their children’s learning.”

You can contact Mrs Pettersen through the main office on 0151 677 7825.

Please see our SEND Information Report in regards to our Local Offer.

Admission arrangements for Students with SEND needs

In line with current Local Authority policy a place at The Kingsway Academy is available to a student with SEND provided that:

a) the parents wish the student to attend the academy.
b) the students special educational needs can be met by the academy.
c) other students will not be disadvantaged.
d) resources will be used efficiently.

The Kingsway Academy has a duty under the Single Equality Act of 2010 not to discriminate against a disabled student:

  • In the arrangements that we make for determining admission of students to the academy. This includes any criteria for deciding who will be admitted to the academy when it is over-subscribed, and it includes the operation of those criteria
  • In the terms on which the responsible body offers students admission to the academy
  • By refusing or deliberately omitting to accept an application for admission to the academy from someone who is disabled

Education, Health and Care plan (Or Statement of Special Educational Needs)

An EHCP is a legally binding document which sets out the provision the student must receive to meet his/her SEND needs. The LA may provide the academy with additional funds to cover the cost of this provision. This funding may be used for LSA support, specialist teaching, equipment or other resources. Empowerment Profiles are currently used to identify needs and track targets. Each year the academy must hold an Annual Review with the parents and may invite other outside agencies involved with the child to assess the student’s progress. A representative from the LA may attend these reviews. Some students, particularly those with physical disabilities, sensory impairments or serious medical conditions may already have a statement or Health Care plan when they start at the academy. The same procedures of making provision, target setting and reviewing are applied when the student starts at the academy.

An EHCP may stipulate the involvement of other outside agencies which may include:

  • a specialist teacher in the identified area of need
  • a medical service such as a Speech Therapist, Physiotherapist or Occupational Therapist
  • an Educational Psychologist Students without additional funding may also receive input from:
  • the Educational Psychology Service
  • a specialist teacher for sensory impairment, for communication disorders or for physical disabilities
  • Medical services, including CAMHS
  • Social Services, especially for Looked After students 11
  • Traveller Service


The academy maintains a list of students who are identified as having Special Educational Needs which are additional to, or different from, the provision made generally for students of the same age. The list is working document dependent on the progress made of individual students, staff will receive the updated list as part of a rolling programme.

SEND Support (Coded K on Sims)

SEND support replaces School Action and School Action Plus, this highlights students who are undergoing assessment, and/or monitoring, or they may be directly supported through interventions or supported by a Learning Support Assistant using the Academy’s own resources. The students may have some involvement from external agencies or they may be subject to a school based additional support plan.

Empowerment Profiles

Empowerment profiles (also known as one page profiles or person centred plans/profiles) have been created in collaboration with our SEND students in response to changes in the SEND Code of Practice 2015 (0-25 years). This identifies person centred planning as the most effective approach in engaging with students in order to promote the best possible outcomes. The profiles replace previous IEP’s as a positive tool to support SEND students across the academy. The profiles are one page documents that include: the information about each individual student from their point of view and what they would like staff to know about them; information around SEND needs including current provision, data including Reading/Spelling ages, potential barriers to learning, teaching and learning strategies that maybe useful and also any external agency involvement.

Learning Support

Learning support is provided for students in various ways:

• Differentiated teaching & learning in mainstream lessons
• Marking & assessment that is related to learning barriers literacy targets
• In-class support with a Learning Support Assistant. To enhance both the specialist subject knowledge of staff and student independence, learning support is organised in curriculum areas.
• Small group withdrawal (literacy, numeracy, skills)
• Individual withdrawal
• Support from a professional associated with the school
• Access arrangements in exams for identified students
• Key worker support

Our team of Learning Support Assistants, in partnership with teachers, have a commitment to implementing appropriate teaching and learning strategies to provide challenging and manageable learning experiences for our students. Ultimately, each teacher has the responsibility to meet the needs of all the students in the school in their curriculum areas.

Assessment and monitoring

Students are continuously assessed by their teachers and, currently, attainment data is collected five times each year. The progress of SEND students is monitored by the SENDCO, Inclusion Leaders and the leadership team who also act as progress leaders for identified areas. The information is used when advising teachers about possible teaching and learning strategies and in progress discussions with students. This also helps to inform the SENDCO about whether any suitable intervention needs to be put in place. Where appropriate this may also support the referral to an external agency to get further advice of suitable teaching and learning strategies to further support students who are not making expected progress.


The SEND team are committed to students accessing mainstream learning wherever this is right and appropriate. The priority is that students make at least good progress. The team are continually developing expertise to deliver a variety of intervention programmes. Students will also, where necessary, receive pastoral support and intervention.

Links with other agencies and voluntary organisations

External support services play an important part in helping the academy identify, assess and make provision for students with Special Educational Needs and Disabilities. The academy seeks advice from LA specialist teams and the Educational Psychology Service. In addition, academy works closely with a wide range of child health services, social services, educational welfare services and other relevant statutory and voluntary agencies.

Partnership with parents

Parents of students with SEND are kept fully informed of the provision that is being made for their students are involved in the review process at the academy parent’s evenings. Class teachers and the SENDCO have regular meetings with parents and encourage active involvement with the academy to help their students to overcome their difficulties. The academy will always ask permission of parents before approaching other professionals and outside agencies for information about their child.

Information about the Wirral SEND Partnership service is readily available to parents. The SENDCO brings the organisation to the notice of parents wherever possible. For those students who currently hold a statement there will be a phased transition over three years to convert his / her statement into an EHCP. The LA will notify parents when this is to take place.


Mr Nigel Ward is the designated Inclusion governor whose role is to act as a ‘critical friend’ to the SEND Team as we continue to develop and refine our provision. The Governor is informed about major policy and system changes and is a champion for inclusion and SEND students at the academy.