Special Educational Needs & Disabilities


At Becket Keys Church of England School, students with Special Educational Needs or Disabilities (SEND) enjoy the full curriculum, which is appropriately differentiated at subject level, as required for each student.  The school’s overall approach ensures that every student is competent and confident in the core skills of literacy, numeracy and science.  Our aim is therefore that every student should be accredited in core subjects by age 16.   

The responsibility for the achievement and performance of all students, particularly students with SEND, lies with the class teacher.  However, we also anticipate that the Special Educational Needs Coordinator (Mr Sean Lock) will play a crucial role in providing effective leadership in this highly important area.

The school supports students with SEND in the following ways:

  • Every member of staff is trained in SEND issues and knows how to draw on specialist support.
  • Every student is entitled to equal access to the curriculum – we see this as a crucial aspect of the inclusive ethos of the school.  Where reduction of the curriculum options is necessary for a few students according to their identified needs, this will be in consultation with parents and relevant professionals supporting the student.
  • The school prioritises early identification of need and allocation of resources for students, drawing fully upon the experience, skills and knowledge of students’ primary school teachers.
  • The school ensures that inclusive practice is of the highest calibre right across the school, and embedded in all school policy.   The school seeks to remove barriers to learning at all times.
  • The school’s SEND policy is developed with reference to all relevant legislation, codes of practice and subsequent guidance. We also work alongside colleagues in Essex County Council to ensure consistency in the area.
  • In-depth, regular evaluation of progress for each student with SEND.
  • Where necessary, small group or individual intervention.
  • Annual reviews of progress for all students with SEND are fully integrated into whole-school reviews and target-setting. 
  • High quality decision-making about relevant ongoing support for each student with SEND is backed by research monitoring the progress of small groups of students representing a wide range of needs.

English as an Additional Language (EAL)

A student does not have a learning difficulty solely because the language of their home is different to the language in which they will be taught. Students with identified EAL needs will have their individual needs evaluated and met in exactly the same way as every other individual in the cohort.

Depending on the level of need students may have access to specialist EAL support from qualified teachers or from learning support technicians who have received appropriate training and support. More advanced learners of English will have continuing support in line with their varying needs as they develop competencies over time.

We recognise that features of good EAL practice include:

  • providing specialist teaching support for newer arrivals
  • providing continuing support for more advanced learners
  • monitoring EAL attainment and progress,
  • assessing learners’ proficiency and literacy in their first language and establishing what prior subject knowledge and experience they have in other subjects
  • providing regular training for all staff on the needs of EAL learners