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Striving for





Swinton Academy Inclusion Objectives

It is the objective of the academy to provide an inclusive educational environment for each student with the opportunity to fulfil his/her potential using best endeavours to secure special educational provision.

We therefore believe that:

  • All teachers have high expectations of students with SEND, including a commitment to ensuring they can achieve their full educational potential.
  • All teachers deliver high quality provision to meet the needs of children and young people with SEND.
  • We operate a zero tolerance policy on bullying.
  • We identify and assess students with SEND as early as possible and provide a flexible and staged structure of provision to meet all identified needs.
  • We collaborate with education, health and social care services to provide resources to meet the needs of students.
  • Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff.
  • All staff develop their awareness of special educational needs and focus on inclusive practice to remove barriers to learning with access to a broad, balanced yet relevant mainstream curriculum which is differentiated to ensure continuing progress.
  • All students with SEND to be actively involved in the decision making process and be allowed to express their views, wishes and feelings. These views will be taken into account when planning their curriculum giving them greater choice and control.
  • Parents/Carers to be involved as partners in the education of their children and provided with the information and support as necessary to enable participation in decision making.
  • All children and young people have rights (The Children’s Act 1989 and Equality Act 2012) to ensure that children and young people with SEND engage in the activities of the academy alongside students who do not have SEND.
  • All students should be valued equally as individuals taking into consideration other factors which contribute to learning, behaviour, wellbeing and state of mind.


Learning Hub

The Support for Learning Base is a supportive learning environment where students are supported with learning difficulties and/or disabilities so that they can make progress in-line with national ‘age related’ expectations.  

The Learning Support Base offers:

  • Literacy and Numeracy intervention and catch up programmes for SEN groups and individuals
  • Support for SEND students who may require bespoke provision when unable to access the mainstream curriculum
  • Revision/catch up lessons for SEND students to support progress in specific curriculum areas.
  • Dyslexia Screening and Intervention Programmes (IDL)
  • Testing and applications for Exams Access Arrangements
  • EAL support
  • Support for students with short term medical issues
  • EHCP Provisions


   Engagement & Learning Hub

The E&L Base is a supportive learning environment for students with SEMH, students who are disengaged from learning and whose behaviour is impacting on the learning of others, and  those at risk of permanent exclusion who require support to be able to positively engage in learning and make progress.

The Learning Engagement Base offers:

  • Re-engagement and support programmes i.e. Anger Management, Self-Esteem, Emotional Literacy, Resilience, Anxiety, Social Skills
  • SEMH support and personalised provision for students at risk of exclusion
  • IER Interventions
  • LAC Support
  • Bespoke provision for independent learning
  • A ‘safe space’ for vulnerable students




Resource Hub

The Resource provides specialist provision for students with a diagnosis of Autism Spectrum Condition (ASC). Admissions are managed by the Local Authority. Children must have an Education, Health and Care Plan (EHCP) with autism named as the primary need. Children with placements in The ASC Resource are full members of the Swinton Academy community. 

The aim of The ASC Resource is to:

  • Support students to access mainstream secondary school education (80 - 85%) so that they may achieve their academic potential
  • Support for ASC students who may require bespoke provision when unable to access mainstream curriculum or when personalised support is required
  • Provide a safe environment for ASC students during unstructured times
  • Support the development of Social, Communication and Interaction skills in order to facilitate inclusion and a successful transition to adulthood
  • Ensure provision for individual students as set out in their EHCP

Identifying and Supporting SEND students

The Department for Education has identified four broad areas which cover a range of needs.  These are defined in the Special Educational Needs and Disability Code of Practice – 0-25 years, January 2015.

These categories are not mutually exclusive, however, and should only be used as a guide. Many pupils will have needs that span more than one category and support must be tailored accordingly.

SEN Areas of Need             



SEND Code of Practice

Useful information for parents/carers


Rotherham SEND Local Offer


Rotherham SENDIASS


Rotherham Parent Carers Forum