Click here to read the Local Offer for Kent (KCC).

Latest SEND information can be found on the ACE Learning website

In this document you can read about the provision and support we offer for those children who have Special Educational Needs or Disabilities, and their families. This utilizes the LA Local Offer to meet the needs of SEN pupils as determined by our school policy.

If you have any questions about this report please contact the school SENCO.


The following excerpts are drawn from the Special Educational Needs Policy:

SEND Report is Stored in the ACE Learning Documents Library

Within our Academy all children are special, but some will have needs which require support using a broader range of approaches. Levels of support which are made available should enable each pupil to access the curriculum and participate in activities to reach their full potential. At times this will be restricted by the availability of resources, staff and skills, however it is the aim of the Academy to provide for these as best as possible from the allocated budget and using relevant agencies who work with the Academy.

Occasionally further help is required, and in such circumstances, with parental consent, we will contact outside agencies to seek specialist guidance and support.

Furley Park Primary Academy strives  to ensure that the potential of every child is maximised, irrespective of ability, disability, race, gender and social origin and to enable equality of access to the curriculum in an environment where every child is valued and respected.


  • To identify at the earliest opportunity all children who need special consideration to support their physical, sensory, social, emotional, communication or cognitive development.
  • To ensure that these children are given appropriate support to allow every child full access to the curriculum in a positive framework.
  • To ensure that these children are fully included in all activities of the academy in order to promote the highest levels of achievement.
  • To involve parents, pupils and others in developing a partnership of support, enabling them full confidence in the strategy as adopted by the academy.


  • To provide a broad, balanced and suitably differentiated curriculum relevant to pupil needs, through all staff sharing responsibility for SEN.
  • To demonstrate that meeting the needs of children’s learning and/or behaviour is part of high quality mainstream education.
  • To plan for any pupil who may at some time in their education have special educational needs.
  • To promote self-worth and enthusiasm by encouraging independent learning at all age levels.
  • To give every child the entitlement to a sense of achievement.
  • To identify, monitor and support pupils who will need extra resources and/or teaching help as early as possible.
  • To work in partnership with the child’s parents and other external agencies to provide for the child’s special educational needs.

Admission Arrangements for Pupils with Special Educational Needs

ACE Academy strives to be a fully inclusive academy. It acknowledges the range of issues to be taken account of in the process of development. All pupils are welcome, including those with special educational needs, in accordance with the Academy Admissions Policy. According to the Education Act 1996, (Section 316), if a parent wishes to have their child with a statement educated in the mainstream, a place must be provided unless this is incompatible with the efficient education of other children, and there are no reasonable steps that can be taken to prevent the incompatibility.


In addition to class teachers, TAs and SENCO the academy has Learning Mentors who are trained to identify barriers to children’s learning. They use a number of individual and group interventions and are also able to work with parents to support their children’s education.

Facilities for and Inclusion of vulnerable pupils, those with SEN or who are disabled.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

  • girls and boys
  • minority ethnic and faith groups, Travellers, asylum seekers and refugees
  • learners who need support to learn English as an additional language (EAL)
  • learners with special educational needs
  • learners who are disabled
  • those who are gifted and talented
  • those who are looked after by the local authority
  • others such as those who are sick; those who are young carers; those who are in families under
  • stress
  • any learners who are at risk of disaffection and exclusion

Providing Curriculum Access and Inclusion

Pupils with special educational needs will have access to a balanced and broadly based curriculum, with

the opportunity to join in all the activities of the academy. Different teaching strategies are used depending upon the nature of the child’s needs.

This Academy strives to be an inclusive academy, engendering a sense of community and belonging

through its

  • Inclusive ethos
  • Broad and balanced curriculum for all pupils
  • Systems for early identification of barriers to learning and participation
  • High expectations and suitable targets for all children