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Ormiston Bolingbroke Academy

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About Us

Inclusion & SEND

Inclusion and Special Educational Needs & Disability Support

SENCO – Miss S Moneypenny (s.moneypenny@ob-ac.co.uk)

The Inclusion team of SEND, pastoral, and attendance teams, work in collaboration to support students within the academy. The Inclusion Team are a dedicated, friendly, patient, enthusiastic and approachable professional team who aim to give every child the very best chance to succeed by removing barriers to learning and preparing them for a happy and successful future.

The code of practice states that “all teachers are teachers of SEND students”, providing an appropriate, inclusive and high quality education to all our students. At OBA all students are expected to participate in every aspect of school life to give them a broad and balanced academic and social curriculum, which is accessible to them and that they should be fully included in all aspects of academy life.

Most of our students with SEND have their needs met as part of high quality teaching. This may include teachers differentiating learning to enable all students to have access to the curriculum. In some cases, personalised learning plans and/or interventions will be provided by the academy. If a student is identified (through the assessment process) as having special educational needs, their teachers and SENCO will consider everything we know about the student to determine the support that they need and remove their barriers to learning. Where additional provision for SEND is needed, we work with students and their families to plan the package of support to put in place.

Each student is unique and there are a wide spectrum of special educational needs that are frequently interrelated; however, students will have needs and requirements that fall into at least one of these four broad areas of need:

  • Communication & Interaction – Children have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. Children and young people with ASD, including Asperger Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination.
  • Cognition & Learning – Some children learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, ranging from moderate learning difficulties to more specific difficulties including dyslexia, and dyspraxia. These students may also have associated speech and language delay, low self esteem, low levels of concentration and under developed social skills.
  • Social, Emotional and Mental Health Difficulties – Children and young people with social and emotional difficulties may not be able to make full use of the educational opportunities offered to them and are consequently difficult or challenging to manage. The spectrum of difficulties is wide ranging and includes quite complex psychiatric disorders. On occasions these behaviours may reflect underlying mental health difficulties that are medically unexplained while other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
  • Sensory and/or Physical Needs – Some children and young people require special educational provision because they have a physical or sensory difficulty which prevents or hinders them from making use of the educational facilities generally provided and who may require additional ongoing support and specialised equipment to access all the opportunities available to their peers. Such difficulties may include: visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) or a physical disability (PD).

The Pastoral Staff at OBA work to support student progress through a year group system. Under the Leadership of the Vice Principal for Pastoral Care, it is the responsibility of the Year Leader to lead their teams in scrutinising student academic progress as well as supporting their social and emotional well-being. All Year Leaders have taken on the responsibility for coordinating the support of our most vulnerable students in order to close the gaps; this includes monitoring attendance, punctuality, academic achievement, enrichment, effort and behaviour very closely.


There are many who contribute to the support of students in the Academy. These may include; CAMHS, EWS, Educational Psychologists, Health Workers, Social Services, SALT, Special Educational Needs Services. Youth Offending Teams, Young Cares, Head Salad, NGage, Night Stop etc. The Academy work in partnership with parents/carers and liaise closely with other services to produce a systematic and coordinated response to support students with SEND and will operate on a basis of secure data, effective communication, supportive intervention and challenge.

The quality of teaching is the most important factor in ensuring all students make progress. We regularly review the quality of teaching in the academy and ensure that teachers are able to identify how individual students learn best and what support they need.

We test the effectiveness of our SEND provision by checking student progress, to see if the agreed goals and outcomes for a students are being met. The teachers work with the SENCO, the parents, carers and the student to make sure any SEND support is adapted or replaced by another approach if it is not being effective.

‚Äč Further information and advice can be found here:


Halton Local Offer 

The SEND policy can be found on the Policies page of the website here

The SEND information report