SEND Curriculum
At Viewley Hill Academy we are proud to be a highly inclusive community where every child is welcomed, valued and supported to achieve their full potential. We believe that all children regardless of their individual needs, deserve access to high-quality teaching and a rich, engaging school experience. We strive to ensure our pupils are able to be independent, confident, successful learners with high aspirations.
In order to achieve our vision, we must:
- Deliver a well-sequenced curriculum which grows in challenge and complexity.
- Inspire and engage our pupils.
- Be inclusive and ambitious for all pupils.
- Build strong relationships with pupils, parents and carers.
- Provide a climate where pupils feel safe.
- Be rigorous in our monitoring of pupils’ progress and go ‘above and beyond’ to ensure misconceptions and gaps in knowledge are rectified/addressed.
- Provide pupils with opportunities to enrich their school experience and broaden their horizons.
Our first priority is always Quality First Teaching. This means that every teacher is responsible for delivering lessons that are well-structured, engaging and accessible to all learners. We use a wide range of teaching strategies to support different learning styles and needs, so that as many children as possible can success within the classroom environment.
We are guided by the Lingfield Teaching Compass, which promotes excellence across all aspects of school life. It encourages all staff to embed a “SEND from the Start” approach across the school. This means we plan and deliver lessons with the needs of all learners in mind right from the beginning. By doing this, we ensure that our core classroom offer is inclusive and designed to remove barriers to learning before they arise.
At Viewley Hill Academy, all children are valued as individuals, and the school is committed to ensuring that every learner can access a broad and balanced curriculum. Adaptations are made in the following ways:
Personalised Learning
Each child with SEND receives a carefully planned and personalised approach to learning. Teachers adapt the content, delivery, and pace of lessons to meet individual needs.
Differentiated Support
Children who need extra help may receive differentiated work tailored to their level, small group interventions for targeted support, which largely takes place in class during teaching.
Assessment Adjustments
Progress is tracked using both formal assessments and ongoing teacher observations. For children working significantly below age-related expectations, the school uses PIVATS (Performance Indicators for Value Added Target Setting) to track and celebrate small steps of progress.
Inclusive Environment
The school is a fully inclusive setting, where all learners are involved in every aspect of school life. Adaptations to the physical environment are made where necessary to support children with physical or sensory needs.
