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Special Educational Needs and Disabilities (SEND)

We are proud to be inclusive at Wistaston Church Lane. We intend to cater for every child's individual needs, but we are particularly proud of the way we meet the specific needs of SEND pupils.



Our SENCO is Miss Anna Willington. She oversees the classroom provision for pupils and advises teachers and TAs of the best way to ensure that the children make progress.

What are Special Educational Needs?

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child under compulsory school age has special educational needs if he or she has a learning difficulty or disability and will require special educational provision upon entering school.



Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is: “a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.” Children and young people with such conditions do not necessarily have SEN, but a disabled child or young person may be deemed to have SEN if they require special educational provision.


The Graduated Approach

In Cheshire East we are meeting the different types and levels of needs of children and young people with SEN through the use of a ‘Graduated Approach’. Where a child or young person is identified as having SEN, educational settings should take action to remove barriers to learning and put effective special educational provision in place through the use of a Graduated Approach.


The Universal level describes the support that is available to all Cheshire East children and young people, including those with and without SEN. Within the Cheshire East Graduated Approach, at the Universal Level, needs are met through Quality First Teaching and Learning, along with universal health and care services that are available to all children and young people (e.g. GPs, dentists etc.). Universal services such as Quality First Teaching are provided to all children and young people, and continue to be provided to children and young people with SEN who are also receiving additional support through other levels of the Graduated Approach. This means that all teachers are teachers of children and young people with special educational needs.


Support for children and young people at both Cause For Concern and SEN Support levels is tailored to the needs of the individual child or young person, and provided through a variety of means, for example: assistive technology, individual or small group teaching, or in-class support.

Accessibility Plan

Our accessibility plan includes details of how we are:

  • increasing our disabled pupils’ ability to participate in your school’s curriculum
  • improving the physical environment of our school so disabled pupils can take better advantage of the education, benefits, facilities and services we offer
  • improving the availability of accessible information to our disabled pupils

Useful Documents

We aim to be a Dyslexia Friendly School

At Wistaston Church Lane Academy, we aspire to be a Dyslexia Friendly School. Not only does a dyslexia friendly ethos help us to meet the needs of dyslexic pupils, but also the needs of pupils, but also the needs of pupils who have delayed literacy skills. We believe adopting and implementing Dyslexia Friendly strategies throughout the school and our curriculum will not only benefit children with Dyslexic tendencies but will also have impact on other learners, as strategies good for Dyslexic learners are good for everyone. We also recognise that a child’s self-esteem and confidence go hand in hand with successful learning. Our children are made aware of the nature of the barriers that some people may have to learning and how different strategies can help to overcome these.


Our aim is to enable children with dyslexia to manage their learning through quality first teaching. We want to work with children and parents to develop a positive mindset so that children don’t see dyslexia as a label or as an excuse.