SEN & Disabilities
Information on where the Local Authority’s Local Offer can be found here.
All students have the right to achieve their maximum academic and social potential. At Gable Hall, we believe that all students have learning differences rather than learning difficulties, and it is our policy to identify and assess these differences so that learning is supported and differentiated to ensure outstanding progress is made by all students.
We offer a range of support to develop teachers' expertise as well as additional support within the classroom. This includes drop-in sessions, in class training and observations from the SENCO, as well as specialist advice and input within the classroom.
If you have any additional questions, concerns or worries, please do not hesitate to contact the SEND team.
Click Here for more information. /421/policies/category/4/send
Student Support Centre
Our SENCO, Learning Support Assistants and Mentors are based within our Student Support Centre, where students can access a range of specialist intervention as appropriate.
Our Vision for SEND Students
Gable Hall is committed to providing an appropriate and high quality education for all students. We believe that all students, including those identified as having Special Educational Needs, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to all, ensuring they are fully included in all aspects of school life. We recognise that students learn at different rates, and that there are many factors affecting achievement, including ability, emotional state, age and maturity.
We are particularly aware of the needs of our students, for whom maturity is a crucial factor in terms of readiness to learn. We know from experience that many students, 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 Gable Hall, we aim to identify these needs as they arise and provide teaching and learning contexts which enable every student to achieve their full potential.
A summary of the provision for SEND students in Key Stage 3 & 4 can be found below. It is also worth noting that from 1st September 2014, there have been some changes made to the SEND legislation, following the Children’s and Families Act 2014. A summary of key changes are below, with full details available on the Government website.
The SEND Code of Practice Key Changes
The new code of practice covers the 0-25 age range, and includes guidance relating to disabled children and young people as well as those with special educational needs.
- There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
- There is a stronger focus on high aspirations and on improving outcomes for children and young people
- It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
- It includes guidance on publishing a Local Offer of support for children and young people with SEND
- For children and young people with more complex needs, a co-ordinated assessment process and the new Educational Health Care Plan (EHCP) will replace Statements and Learning Difficulty Assessments (LDAs)
- There is a greater focus on support that enables those with SEND to succeed in their education and make a successful transition to adulthood
- Summary of Provision for SEN pupils at Harris Academy Corringham– Key Stage 3 & 4
- Access ability Plan - Meeting Disability Needs 2023-2024
Vice Principal - Attendance, Behaviour for Learning, Inclusions and Strategic SEND Miss L Nancolas-White - Telephone: 01375 400800 - Email: firstname.lastname@example.org
Special Education Needs Teacher (SENCO): Miss F Gard - Telephone: 01375 400800 - Email: email@example.com