At Leigh Stationers’ Academy, our vision is clear: we are a community where no student is left behind. This means that no pupil, regardless of their needs or challenges, is overlooked. We are committed to ensuring that every student is known, valued, and supported to succeed: academically, socially and personally.
We identify and respond to individual learning needs early and work closely with staff and families to provide the right support at the right time. Through high-quality teaching, specialist interventions, and inclusive practices, we strive to ensure all students can thrive.
If you have any questions or concerns, please contact a member of our SEND team.
SEND Team at Leigh Stationers’ Academy
- Deputy Principal (Inclusion) – Ms Dooley
rachel.dooley@stationers.latrust.org.uk - Assistant Principal (SENCo) – Ms Bartlett
emma.bartlett@stationers.latrust.org.uk - Deputy SENCo (Mainstream) – Ms Draper
sophie.draper@stationers.latrust.org.uk - Deputy SENCo (Equiano College) – Ms Gould
lucy.gould@stationers.latrust.org.uk
General SEND Query
For any general SEND-related enquiries, please contact the team via email at sen@stationers.latrust.org.uk.
SEND Provisions at Leigh Stationers’ Academy
Leigh Stationers’ Academy is a proudly inclusive school, committed to ensuring that no student is left behind. We support a large number of students with special educational needs (SEND) within our mainstream setting, as well as through our dedicated Local Authority Resourced Provision (LARP).
- Total number of students with SEND: 280 (17.9%)
- Education, Health and Care Plans (EHCPs): 73, including Equiano College (4.7%)
- SEND Support (K): 207 (13.2%)
The figures above are for the academic year 2024/25. While they may change slightly from year to year, they provide a useful indication of the scale and scope of our SEND provision.
For comparison, the national average for secondary schools in England is approximately 2.7% for pupils with EHCPs and 12.6% for pupils on SEND Support. Leigh Stationers’ Academy has a significantly higher proportion of students with SEND, reflecting our inclusive ethos and strong local reputation for high-quality provision.
Equiano College
Our LARP, known as Equiano College, is home to 27 students with moderate learning difficulties, all of whom have an EHCP. While these pupils are fully included in the life of the academy, including attending assemblies, enrichment activities, and co-curricular opportunities, they typically access lessons within Equiano College.
Equiano College delivers a highly personalised curriculum taught by stage, not age, and is led by experienced specialist teachers. Pupils are also taught by subject specialists from across the academy to ensure access to high-quality teaching and learning. This dual approach ensures that every child receives the tailored support they need to thrive academically, socially, and personally.
SEND Support in the Mainstream
At Leigh Stationers’ Academy, we are committed to ensuring that no student is left behind academically, socially, or personally. The majority of our pupils with SEND are educated within our mainstream provision, where support is tailored to meet individual needs and enable every student to thrive.
Our mainstream SEND provision is led by the Assistant Principal (SENCo) and supported by a team including a Deputy SENCo, Learning Support Assistants (LSAs), and pastoral staff within each of our colleges. This team works closely with teachers to ensure that the curriculum is accessible, lessons are inclusive, and every pupil receives the right level of support and challenge.
We believe in early identification and targeted intervention. Pupils on SEND Support (SEN K) benefit from a wide range of strategies, including:
- Adapted classroom teaching
- In-class support from trained LSAs
- Bespoke intervention programmes
- Specialist literacy and numeracy support
- Access to wellbeing and emotional support
Each college – Angelou, Caxton, and Hansard – has a dedicated Head of College, Assistant Principal, Raising Standards Leaders, and Student Services Managers who work closely with the SEND team. Together, they provide joined-up academic and pastoral care, ensuring that pupils with SEND are known, supported, and championed at every stage of their journey.
Our inclusive ethos is underpinned by high expectations for all students. We want every child to leave Leigh Stationers’ Academy as a confident, resilient and successful young person, ready to take their next step – whatever that may be.
If you have any questions regarding SEND Support, please contact the team via email at sen@stationers.latrust.org.uk.
Frequently asked questions
Start by speaking to your child’s class teacher. If you need further advice, please contact our SEND team at: sen@stationers.latrust.org.uk
All teachers adapt their teaching to support pupils’ needs. If a child requires provision that is different from or additional to what is typically provided, they may be added to the SEND register under ‘SEN Support’, with targeted outcomes and regular reviews.
Support is based on need, not labels. Being on the register helps us track and review additional support, but all pupils benefit from high-quality teaching and intervention.
Not necessarily. A diagnosis doesn’t automatically place a child on the register. We follow the legal definition of SEN and consider whether different or additional educational provision is required.
We can carry out a screener to identify possible dyslexic traits and suggest strategies for support in class. This is not a formal diagnosis, which would require an independent specialist.
Speak to your child’s teacher or the SEND team. We can explore your concerns and, if appropriate, refer for assessment. Referrals typically require evidence from home and school, and waiting times can be long.
We can screen for speech and language difficulties and put in place support. If needed, and with sufficient evidence, we can refer to the NHS Speech and Language Therapy team.
This may be linked to Dyspraxia or Developmental Coordination Disorder (DCD). We can implement school-based interventions first (e.g. BEAM, Clever Fingers). If necessary, we can refer to Occupational Therapy.
Dyscalculia is a rare and specific difficulty with understanding number. We can explore gaps in their learning and provide appropriate intervention. Diagnosis would require a private assessment by a specialist.
Yes. If appropriate, we can refer for assessments for ASD, ADHD, Speech and Language, or Occupational Therapy. GPs can also make referrals. These referrals require clear evidence and may involve waiting lists.
Timeframes vary depending on the type of referral. For example, the ASD pathway can take up to 3 years. Please speak to the SEND or pastoral team for specific information.
HNF is additional funding for pupils with complex needs. It allows us to provide extra support in a flexible way, based on individual need.
Support is personalised. HNF is not used solely for 1:1 provision and may be used in other ways to meet your child’s needs. Over-reliance on 1:1 can sometimes reduce independence.
Only a very small number of pupils require full-time 1:1 support. Most pupils make good progress with adaptive teaching and well-planned intervention. If evidence suggests 1:1 is needed, we can apply for funding to support this.
An Education, Health and Care Plan (EHCP) is a legal document for pupils with significant and complex needs. The process takes around 20 weeks and requires strong evidence that existing support is not enough. Parents and schools can request one, but both must be in agreement that specialist provision is needed.
Key Websites for Support and Information
Below is a list of websites that provide further information, guidance and support on a range of special educational needs and disabilities. Leigh Stationers’ Academy is not responsible for the content of external sites but shares these resources to help parents and carers access useful information.