At Wexham School, all students have the right to achieve their academic and social potential. As a school, we believe that the needs of students will be met in the class through high quality and adaptive teaching.  We also believe that all students have learning differences rather than learning difficulties, and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students. 

Wexham School is committed to providing an appropriate and high-quality education for all students. We believe that all students, including those identified as having Special Educational Needs as well as every other student, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them and they will be fully included in all aspects of school life. We recognise that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.

We believe that many students, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At Wexham School we aim to identify these needs as they arise and provide teaching and learning contexts which enable every student to achieve his/her full potential.  We support the principles of the New Code of Practice and as such all teachers take responsibility for meeting the needs of students with Special Educational Needs and Disabilities.                                                                                            

• Assistant Headteacher: Inclusion – Paul Morgan
• SENDCo and Inclusion Manager – 
• SEND Governor – Julie Tidey

Any SEND enquiries should be sent to send@wexham.slough.sch.uk

The SEND Code of Practice

Definition of SEND: Special Educational Needs and Disabilities Code of practice, Department for Health and Education, January 2015.

“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 him or her which is different from, or additional to, that normally available to students of the same age.”

Special educational needs and disability code of practice covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEND.

• There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels.
• There is a stronger focus on high aspirations and on improving outcomes for children and young people.
• It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care.
• It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities.
• For children and young people with more complex needs a co-ordinated assessment process and the 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
• There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.