SEND (Special Educational Needs and Disabilites)
We believe that every child is special and we seek to meet the needs of all children. However, some children may be identified as having particular needs which may mean they will need additional support. In these cases, we work closely with parents to keep them informed and involved.
A child with special needs will be placed on the Special Educational Needs register and an individual education plan produced. The extra help a child receives will vary according to need. This ranges from extra help in the classroom from a teacher or assistant teacher to a formal assessment. If further help is needed, the Academy's Special Educational Needs and Disabilities Coordinator (SENDCO) may ask for advice from other relevant agencies including the Educational Psychology Service, Learning Support and Behaviour Support service. At all steps we consult fully with parents. Our academy SENDCO, Miss M Parkin is always pleased to talk to parents if they have any concerns.
The North Lincolnshire Local Offer can be reached from this link
We welcome all children to Epworth including those with disabilities. The academy complies with all legislation to ensure that all children are fully included and have equality of opportunity. Parents of children with disabilities should apply in the usual way. The academy will work with Health Services, Learning Support and other agencies to determine the level of support a child will need and risk assessments will be completed before the child starts.
In line with current requirements, the academy site has been surveyed and an accessibility plan written. We have published a Disability Equality Scheme to promote equality for children and adults with disabilities.
Our Accessibility Plan can be found here
Equality Objectives Statement
Epworth Primary Academy is dedicated to guaranteeing that provision is equitable throughout our academy community. We endeavour to achieve this by:
- Promoting cultural development and understanding via a wide range of experiences, both in and beyond daily school-life
- Ensuring a wealth of opportunities exist within the academy curriculum and wider curriculum (including educational visits and visitors to the academy) to address issues of equality
- Effectively supporting and challenging children so that progress is made by all, including those in vulnerable groups
- Monitoring and responding to any issues that arise where prejudice is considered to be a contributing factor
- Ensuring the academy environment is as accessible as possible to pupils, staff and visitors.