Lipson Co-operative Academy
Lipson is a co-operative school whose learners, teachers and parents believe in a value driven education. Our teachers and students are innovative and confident, caring, socially responsible, happy and successful.
At Lipson Co-operative Academy we seek to serve the local and wider community by offering students a fully inclusive learning environment in which to flourish as individuals.
We are committed to inclusion and this is embodied through our Co-operative values.
Every teacher is responsible and accountable for all students in their class; every teacher is a teacher of Special Education Needs and Disabilities (SEND).
At Lipson you become part of a family, not just a school, where everyone is valued as an individual on the one hand but expected to make a worthwhile contribution to that of the family on the other.
- Ofsted rating: Requires improvement See the report for the school
School Offer Lipson Co-operative Academy aims to meet the educational needs of students with a variety of SEN needs including those with an Education Health and Care Plan (EHCP).
Lipson Co-operative Academy's SEN processes reflect the SEN Code of Practice 2014, where a graduated response to supporting the student's needs is identified. Lipson Co-operative Academy may undertake early intervention in order to support students with difficulties they may be experiencing; the aim is to support students to develop independence as they progress through the academy, helping them to prepare for life beyond Lipson.
We therefore intend
- to follow the guidelines laid down by Local Education Authority and make full use of all the support agencies that have been made available through the LA.
- to work in partnership with the child, parent/carers, all staff, governors and outside agencies.
- that class teachers will use a range of differentiation to provide effective learning opportunities for all pupils.
- where a child is identified as not making adequate progress, provision that is additional to or different from that provided as part of the school's Wave 1 support will be given. Depending on pupil progress students will receive an increased level of support based the SEN graduated response.
- to recognise the importance of early identification through a range of assessment methods. Where a child is identified as having special educational needs a 'Key Pupil Profile' will be drawn up tailored to each individual child's needs. Realistic targets will be set and the plans will be reviewed/evaluated regularly and involve the child, parent, teacher and all support services.
- to use a variety of complementary approaches to support the class teacher and child - differentiation, 1-1, group, whole class, within the class or withdrawal to the schools inclusion unit when appropriate. Enhance self-esteem by setting appropriate targets, improve progress and raise aspirations.
- Secondary school - 11 to 16 years
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