At Aletheia Academies Trust we are committed to providing an inclusive, supportive and ambitious education for all pupils, including those with special educational needs and/or disabilities (SEND). We believe that every child has the right to learn, to belong, and to achieve their full potential in a caring school community.
We work proactively to identify learners’ needs as early as possible and to provide high‑quality, personalised support. This includes inclusive classroom practice, targeted interventions, and specialist input where required, so that pupils can access a broad, balanced curriculum and make strong progress.
Our Approach to SEND
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Early identification and assessment – We aim to recognise additional needs swiftly so that appropriate support can be put in place.
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Inclusive teaching – Our schools use evidence‑based strategies within the classroom to ensure all pupils can engage with learning.
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Partnerships and collaboration – SEND teams work closely with families, staff, external agencies and local authorities to co‑ordinate effective provision tailored to individual needs.
We follow the expectations of the SEND Code of Practice (0–25) and the statutory guidance for SEND provision in England, ensuring our practice aligns with national standards.
The Special educational needs and disability code of practice: 0 to 25 years (January 2015) outlines the following definitions in relation to SEND:
Special Educational Needs (SEN)
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age, or
- have a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. – SEND Code of Practice 2015 p. 15-16
Disabled Children and Young People
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition. – SEND Code of Practice 2015 p.16
Support Provided Across the Trust
As a Trust we:
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Have experienced SENDCos and professional support teams who champion inclusive practice and share expertise across our schools.
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Run termly Best Practice SEND meetings led by senior leaders to develop provision, reflect on pupil outcomes, and share learning across our schools.
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Ensure our admission arrangements do not discriminate against disabled children or those with SEND who do not have an Education, Health and Care (EHC) plan.
Working Together with Families
We believe that effective SEND support is built on strong relationships with families. Each school will:
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Keep parents and carers informed about how needs are being met
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Work collaboratively to review progress and adjust provision where needed
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Ensure key contacts (such as the SENCo) are accessible to discuss concerns or questions
More Information
If you have any concerns about your child, the best place to start is by talking to their class teacher as they will know your child well and will be able to directly advise on how to provide the best support. If you continue to have concerns, please contact the SEND representative in your child’s school. These details can be found below:
| Name of School | Name of SENDco | SENDco Email Address |
|---|---|---|
| Saint George's C of E School | Claudia Jordan | SEND@saintgeorgescofe.kent.sch.uk |
| Shorne C of E Primary School | Kate Taylor | sendco@shorne.kent.sch.uk |
| St. Botolph's C of E Primary School | Janet Harding | senco@st-botolphs.kent.sch.uk |
| Stone St. Mary's C of E Primary School | Jayne Field | SEND@stone.kent.sch.uk |
| Sutton-at-Hone C of E Primary School | Maggie Young | SEND@sutton-at-hone.kent.sch.uk |
| Horton Kirby C of E Primary School | Brittany Harper | SEND@hortonkirby.kent.sch.uk |
| Rosherville C of E Academy | Tracy Macfarlane | SEND@rosherville.kent.sch.uk |
| Holy Trinity C of E Primary School | Stephanie Meade | sendco@holytrinity-gravesend.kent.sch.uk |
| Cliffe Woods Primary School | Sarah Jones | SEND@cliffewoods.medway.sch.uk |
| Halling Primary School | Karen Connolly (interim) | SEND@halling.medway.sch.uk |
| Sedley's C of E Primary School | Nikki Sands | SEND@sedleys.kent.sch.uk |
| Ditton C of E Junior School | Kelli Moon | senco@ditton-jun.kent.sch.uk |
| Knole Academy | Joanne Robinson | senco@knoleacademy.org |
| Gravesend Grammar School | Nicholette Hedley | sendco@gravesendgrammar.com |
| Whitehill Primary School | Alex Haddaway | |
| Alkerden C of E Academy | Laura Carey | SENDCo@alkerdenacademy.co.uk |
