Special Educational Needs and Disabilities
The academy is committed to providing an ethos, environment and culture that are sympathetic to and understanding of the issues involved in providing a fair and appropriate education for students with special educational needs and/or disabilities. The academy believes that all students, including children with special educational needs and/or disabilities, should have an entitlement to, and the greatest possible access to, a broad and balanced education and should be integrated fully into all aspects of the academy. This should be done without stigma, prejudice or discrimination.
The academy follows the agreed guidelines in the SEND Code of Practice. We believe that, in order to identify, assess and provide effectively for students’ special educational needs, there should be the greatest possible degree of partnership between the student, staff at the academy, parents or carers and other outside agencies. In meeting the special educational needs and/or disabilities of its students, the academy will have full regard to the views of the parents or carers and the child.
Our Lead SENCO is Ms Sophie Carr.
Please email: firstname.lastname@example.org
At Trinity Academy Bradford we are committed to making reasonable adjustments as summarised in the Equality Act. Where something a school does places a disabled pupil at a substantial disadvantage compared to other pupils then the school must take reasonable steps to try and avoid that disadvantage. Substantial is defined as being anything more than minor or trivial. The Act does not say what is ‘reasonable’. It is up to the school to decide what is reasonable in each case. If it is deemed unreasonable by the educational setting, even though it is determined to be necessary by the child’s parent or carer, school may not be able to offer what is being asked of them.