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SEND Information Report 2026–2027 

King’s Lynn Academy 
Part of the Norfolk Local Offer for Children and Young People with
Special Educational Needs and Disabilities (SEND) 
 
Introduction 

Welcome to the King’s Lynn Academy SEND Information Report. This report forms part of the Norfolk Local Offer and explains how we support students with Special Educational Needs and Disabilities (SEND). 

Under the Children and Families Act 2014 and the SEND Code of Practice, all schools must publish information about the support they provide for children and young people with SEND. This information is reviewed and updated annually. 

At King’s Lynn Academy, we are committed to ensuring that every student is valued, supported and enabled to achieve their full potential. We believe that all students should have access to a broad, balanced and inclusive education, regardless of their needs or abilities. 

This report has been developed in consultation with staff, students, parents/carers and governors. We welcome feedback and suggestions to help us continually improve our provision. 

Key Contacts 

Assistant Principal (Attendance and SEND) 
Charis Griffiths-Pugh 

Special Educational Needs Coordinator (SENCO) 
Alex Hills 

Principal 
Carrieanne Robson 

SEND Governor 
Emma Culley 

Contact Us 

If you have concerns about your child's learning or think they may have SEND, please contact your child's Head of Year or our SENCO. 

Telephone: 01553 774671 

Email: alex.hills@kla.eastern-mat.co.uk or charis.griffiths-pugh@kla.eastern-mat.co.uk  

For information about the Norfolk Local Offer, please visit: 

https://www.norfolk.gov.uk/children-and-families/send-local-offer 

Our Vision for Inclusion 

At King’s Lynn Academy, we are committed to creating a fully inclusive learning environment where all students feel safe, respected and supported. 

We believe that: 

  • Every student has the right to achieve their potential. 

  • High-quality teaching benefits all learners. 

  • Students with SEND should be fully included in school life. 

  • Partnership with families is essential for success. 

  • Students should be involved in decisions about their education wherever possible. 

We regularly monitor students' progress and wellbeing to ensure that the support we provide is effective and responsive to individual needs. 

How We Identify Students with SEND 

A student may have SEND if they have a learning difficulty or disability that requires special educational provision to be made for them. 

According to the SEND Code of Practice, a child or young person has SEND if they: 

  • Have significantly greater difficulty in learning than others of the same age; or 

  • Have a disability that makes it difficult for them to access the educational facilities generally provided in mainstream schools. 

Students may experience challenges in learning for many different reasons. Not all students who need additional support have SEND. For example, difficulties may arise because of: 

  • Attendance issues 

  • Changes of school 

  • English as an Additional Language (EAL) 

  • Social or emotional challenges 

  • Medical circumstances 

SEND is identified when a student's learning difficulties require provision that is additional to or different from that normally available through high-quality teaching. 

Equality and Accessibility 

King's Lynn Academy is committed to meeting its duties under the Equality Act 2010. 

We make reasonable adjustments to ensure that students with disabilities can access education alongside their peers. This includes supporting students with long-term health conditions such as: 

  • Asthma 

  • Diabetes 

  • Epilepsy 

  • Chronic Fatigue Syndrome 

  • Cancer 

Some students may be covered by both SEND and disability legislation, while others may have a disability without having SEND. 

Further information can be found at: 

https://www.gov.uk/equality-act-2010-guidance 

How We Assess and Identify Needs 

Concerns about a student's progress may be raised by: 

  • Parents and carers 

  • Teachers 

  • Support staff 

  • The student themselves 

  • External professionals 

We work closely with families and students throughout the identification and assessment process. 

Assessment may include: 

  • Classroom observations 

  • Progress monitoring 

  • Teacher assessments 

  • Discussions with parents/carers 

  • Student voice activities 

  • Specialist assessments where appropriate 

Standardised Assessments Used 

Depending on individual needs, we may use assessments such as: 

Wide Range Achievement Test (WRAT) 
Assesses reading, spelling and comprehension skills. 

Visual Stress Screening 
Identifies whether visual stress may be affecting reading. 

Test of Word Reading Efficiency (TOWRE) 
Measures reading accuracy, fluency and processing speed. 

Reynolds Intellectual Assessment Scales (RIAS) 
Provides information about verbal and non-verbal reasoning, memory and processing. 

Sandwell Early Numeracy Test (SENT) 
Identifies gaps in number and mathematical understanding. 

Where additional expertise is required, we may seek advice from specialist services available through Norfolk County Council and partner agencies. 

Specialist Staff and Support 

Our SEND team includes: 

  • Assistant Principal (Attendance and SEND) 

  • SENCO 

  • Six Higher Level Teaching Assistants (HLTAs) 

These staff deliver lessons in our Catch-Up Base, targeted interventions and support identified through our provision mapping process. 

How We Support Students with SEND 

All teachers are responsible for supporting students with SEND and adapting teaching to meet individual needs. 

Teachers may use a variety of strategies, including: 

  • Visual timetables 

  • Scaffolded and adapted resources 

  • Alternative methods of recording work 

  • Memory aids 

  • Writing frames 

  • Peer support systems 

  • Positive behaviour strategies 

Support is planned according to each student's needs and may include: 

Targeted Interventions 

  • Small group interventions 

  • One-to-one support 

  • Literacy intervention 

  • Numeracy intervention 

  • Fine motor skills programmes 

  • Life skills development 

  • Reading support, including phonics intervention and Lexia 

  • EAL support 

Pastoral and Emotional Support 

  • Self-esteem groups 

  • Student mentoring 

  • Counselling 

  • Mental Health First Aid support 

  • Student voice activities 

  • Emotional Literacy Support (ELSA) 

  • Regular meetings with key staff 

Additional Opportunities 

  • Homework Club 

  • Residential trips 

  • Enterprise visits and visitors 

  • College taster days 

  • Personal Development Plans 

  • The Catch-Up Base (CUB) 

Support is reviewed regularly and adjusted in response to student progress and changing needs. 

How We Measure the Impact of SEND Support 

We follow the graduated approach of: 

Assess → Plan → Do → Review 

Before any intervention begins, we identify: 

  • The student's strengths and needs 

  • The intended outcomes 

  • How progress will be measured 

Progress is reviewed through: 

  • Teacher assessment 

  • Student feedback 

  • Parent/carer feedback 

  • Intervention data 

  • School assessment systems 

Where appropriate, review meetings are held with families and students to discuss progress and agree next steps. 

Students with an Education, Health and Care Plan (EHCP) receive a formal Annual Review each year. 

The SEND team regularly evaluates the effectiveness of interventions to ensure that support has a positive impact on outcomes. 

Working with Parents and Carers 

We recognise that parents and carers are experts on their children and play a vital role in their education. 

We work in partnership with families through: 

  • Regular communication 

  • Parent consultation evenings 

  • Review meetings 

  • EHCP Annual Reviews 

  • Email and telephone contact 

  • Meetings with the SENCO when required 

We encourage parents and carers to contact us whenever they have concerns or questions about their child's progress or wellbeing. 

Student Participation 

Students are encouraged to share their views and contribute to decisions about the support they receive. 

We gather student feedback through: 

  • Review meetings 

  • Personal Development Plans (PDPs) 

  • Mentoring conversations 

  • Student interviews 

  • Annual reviews 

  • Daily interactions between staff and students 

We believe that involving students in decisions helps them develop confidence, independence and self-advocacy skills. 

Extra-Curricular Activities 

We are committed to ensuring that students with SEND have the same opportunities as their peers to take part in school life. 

Students with SEND are encouraged and supported to access: 

  • Clubs 

  • Sports activities 

  • Educational visits 

  • Residential trips 

  • Leadership opportunities 

  • Enrichment activities 

Details of current opportunities can be found on our website: 

http://kingslynnacademy.co.uk/current-parents-carers/trips-extracurricular/ 

Preparing for Adulthood and Transition 

Supporting successful transitions is an important part of our SEND provision. 

Transition into Year 7 

We work closely with feeder primary schools to: 

  • Share information 

  • Visit students where appropriate 

  • Arrange additional transition opportunities 

  • Ensure support is in place from the start of Year 7 

Transition through School 

As students move through the academy, we provide guidance and support to help them prepare for: 

  • GCSE options 

  • Examinations 

Transition to Post-16 

We work closely with Post-16 providers to ensure smooth transition to sixth forms, colleges, training providers and employers to ensure a positive transition from school to the next stage. Planning for post-16 destinations typically begins in Year 10 to ensure students and families have sufficient time to consider their options, make applications and access appropriate support.  

What to Do If You Have Concerns 

If you have concerns about your child's SEND provision, please contact: 

  1. Your child's teacher or Head of Year. 

  1. The SENCO. 

  1. A member of the Senior Leadership Team if concerns remain unresolved. 

We are committed to working positively with families to resolve concerns at the earliest opportunity. 

Disagreement Resolution and Mediation 

Most concerns can be resolved through discussion and partnership working between families and the school. 

Where additional support is needed, Norfolk provides independent disagreement resolution and mediation services. 

These services are: 

  • Free of charge 

  • Independent 

  • Confidential 

  • Person-centred 

They are available when there are disagreements relating to SEND provision, Education, Health and Care Plans, or SEND-related services. 

Contact Details 

Mediation and Disagreement Resolution Service 

Telephone: 03330 062835 

Email: senmediation@kids.org.uk 

Website: www.kids.org.uk/mediation 

SEND Information, Advice and Support Service (SENDIASS) 

Telephone: 01603 704070 

Website: https://www.norfolksendiass.org.uk 

Further Information 

For information about: 

  • Admissions 

  • Accessibility 

  • SEND Policy 

  • Supporting Students with Medical Conditions 

Please visit the policies section of the King's Lynn Academy website. 

Have Your Say 

We value feedback from students, parents, carers, staff and governors. Your views help us evaluate and improve our SEND provision. 

If you would like to provide feedback about this, SEND Information Report or our SEND provision, please contact our SENCO using the details provided above. 

SEND numbers October 2026 

Group 

Total 

Percentage 

National Average 2025/2026 

Total 

283 

27.9% 

 17.6% Secondary 

EHCP 

75 

7.4% 

 

6% all settings 

3.5% Secondary 

K (SEND Support) 

208 

20.5% 

 

14.8% all settings 

14.1% secondary 

 

EHCP 

SEND Support 

Year 7  

17 

57 

Year 8  

21 

40 

Year 9  

16 

39 

Year 10 

12 

30 

Year 11  

9 

43 

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