SEND Overview
At Durham Academy we recognise that all students are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our students including those with a special educational need or disability.
To read the full SEND Policy please see the policies and procedures section of our webpage.
Please see below our SEND Information Report.
SEND Information Report 2025/26
We aim to:
- To narrow the gap in performance of disadvantaged, SEND & LAC Students
- Increase understanding among religious groups
- To eradicate the use of homophobic language by students in school
- To promote spiritual, moral, social and cultural development through all appropriate curricular and extracurricular opportunities.
- To reduce prejudice and increase understanding of equality through direct teaching across the curriculum and through the culture and ethos of the schools.
- To narrow the gap between boys’ and girls’ attainment
- To promote cultural development and understanding through a rich range of experience, both in and beyond the school.
- To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010
Teachers, the SENCO and support staff work with children and young people to identify the support needed to meet agreed outcomes. Students take an active role in setting their targets and have regular meetings to discuss their progress and support.
We are committed to working with parents and carers to identify their child’s needs. Parents and carers are involved throughout the process through parents’ evenings, ongoing discussions, an open-door policy, coffee mornings and review meetings. Questionnaires are also used to gather feedback.
Information used to identify SEND includes primary schools, standardised tests, teachers, parents, pupils themselves, outside agencies and internal monitoring.
