Our SEND Ethos

At Guilsborough Academy, inclusion is a core value that shapes every aspect of our school culture. We are committed to ensuring that all students—regardless of ability, background, or need—feel respected, supported, and empowered to succeed.

We place a strong emphasis on the early identification of special educational needs and disabilities (SEND), ensuring that appropriate support is in place to promote progress, independence, and wellbeing. Our aim is for every learner to access high-quality teaching from subject specialists within the mainstream classroom, and we expect all students to be active participants in their learning.

Class teachers take responsibility for making adaptations and reasonable adjustments to meet the needs of all learners. We believe that inclusive teaching benefits everyone, and we work collaboratively to remove barriers to learning through thoughtful planning, differentiated instruction, and a nurturing environment.

We recognise that underperformance or low attainment does not automatically indicate a SEND need. Many factors can affect learning, and we approach each student as an individual with unique strengths and challenges. Similarly, we affirm that English as an Additional Language (EAL) is not a special educational need, and we celebrate the linguistic and cultural diversity that enriches our school community.

Our commitment to inclusion is grounded in high expectations, compassion, and a belief that every student deserves to be seen, heard, and supported. Together, we strive to create a school where difference is valued and every learner can flourish.

​At Guilsborough Academy, children are identified as having SEND through a variety of ways including:

• Liaison with your child’s previous school. At the beginning of Year 7 students are placed on the SEND register based on information from Primary Schools
• Review of baseline data and progress throughout the year
• Concerns raised by parent/carers
• Concerns raised by your child’s class teacher or school SENDCo
• Concerns raised due to behavioural difficulties or poor self-esteem which is affecting performance
• Liaison with external professionals (e.g. speech and language therapist)
• A medical diagnosis