Special Educational Needs and Disabilites

Mossbourne Riverside Academy is fully inclusive.  At the heart of every class is a continuous cycle of planning, quality first teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of the children.

The majority of children will learn and progress within these arrangements. Those children whose overall attainments and achievement in specific subjects fall significantly outside the expected range may have Special Educational Needs & Disabilities (SEND).

We are committed to meeting the needs of pupils with SEND and ensuring their progress.  We value the contribution that every child can make and we welcome the diversity of culture, religion and intellectual styles.  We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities.  We seek to raise achievement by removing barriers to learning and increasing physical and curricular access for all.  All pupils with SEND are valued, respected and equal members of the Academy.

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At Mossbourne Riverside Academy, we provide a broad and balanced curriculum for all pupils based on three principles:

  • Setting suitable learning challenges;
  • Responding to pupils’ diverse learning needs;
  • Overcoming potential barriers to learning.

Children have Special Educational Needs or Disabilities if they:

  • have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age;
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age. This may relate to impairments in communication and interaction, cognition and learning, behavioural, emotional and social development, or sensory or physical needs.

The SEND Code of Practice 2014 categorises need into four broad areas;

  • Communication and Interaction
  • Cognition and Learning
  • Social, Mental and Emotional Health
  • Sensory and/or Physical

Ms Fenton is our SENDCo.

SEND Support

MRA takes a graduated response to SEND support, in the form of a four-stage cycle approach.

  • Assessment
  • Planning
  • Intervention
  • Reviewing Outcomes

Parents are invited to come into school and discuss their child’s progress, with the class teacher and SENDCo. Support may include:

  • Different learning materials or special equipment;
  • Some group or individual support.

Education Health Care Plan (EHCP)

The local authority may decide that the degree of the pupil’s learning difficulty and the nature of the provision necessary to meet the child’s special educational needs requires the authority to determine the child’s special educational provision through an EHCP.

Special educational needs & disabilities (SEND) statements and learning difficulty assessments (LDAs) are being replaced with education, health and care plans (EHCP), which cover children and young people until the age of 25. 

All EHCPs must be reviewed at least annually.


All pupils with SEND will have access to specialist resources when necessary.  This includes Teaching Assistant time and specialist materials (including computer software).