1. Purpose of the Policy
At Traden Online School, we are committed to providing an inclusive and supportive learning environment where all students—regardless of ability or additional learning needs—can thrive and reach their full potential.
This policy outlines our approach to identifying, supporting, and monitoring students with Special Educational Needs (SEN), ensuring they have equal access to high-quality online education.
2. Definition of Special Educational Needs (SEN)
A child or young person has Special Educational Needs if they have:
• A significantly greater difficulty in learning than the majority of others of the same age, or
• A disability that prevents or hinders them from making use of the educational facilities provided.
SEN may relate to:
• Cognitive or learning difficulties
• Communication or speech disorders
• Sensory or physical impairments
• Attention or behavioural challenges (e.g., ADHD)
• Autism spectrum conditions
• Emotional or social difficulties
• Language barriers or multilingual support needs
3. Aims of the SEN Policy
Traden Online School aims to:
• Identify students with SEN as early as possible
• Remove or reduce barriers to learning
• Provide tailored support based on individual needs
• Work in partnership with parents, teachers, and specialists
• Ensure students with SEN feel included, respected, and empowered
• Comply with the values of the Cambridge curriculum and relevant international inclusion standards
4. Identification of SEN
SEN may be identified:
• During the admissions process via application forms or parent interviews
• Through teacher observations and assessment data
• Based on feedback from parents or previous schools
• Through direct feedback from the student
All concerns about potential SEN are referred to the SEN Coordinator (SENCO) for review.
5. Roles and Responsibilities
a) SEN Coordinator (SENCO)
The SENCO is responsible for:
• Coordinating SEN support across the school
• Assessing student needs and reviewing support plans
• Advising and supporting teachers
• Communicating with families and external specialists when required
b) Teachers
All teachers are responsible for:
• Differentiating lesson content and instruction
• Creating inclusive learning environments
• Implementing support strategies shared by the SENCO
• Monitoring progress and raising concerns
c) Parents and Guardians
Parents play a key role in:
• Sharing relevant information about their child’s needs
• Participating in the development and review of support plans
• Encouraging and supporting their child’s progress
6. Support Strategies
Support for SEN students may include:
• Differentiated lesson materials (e.g., visual aids, simplified texts)
• Extended time for assignments or assessments
• One-to-one support in breakout sessions (when possible)
• Check-ins with a mentor or SEN support staff
• Adjustments to the learning platform (e.g., font size, background colour)
• Personalised learning goals
All support strategies are documented in an Individual Learning Plan (ILP), created and reviewed by the SENCO in collaboration with teachers and parents.
7. Online Learning Adaptations
Traden Online School ensures that SEN learners are not disadvantaged in a virtual setting by:
• Using the MeritHub platform, which supports a variety of learning formats (text, video, interactive tools)
• Allowing access to recorded lessons for flexible review
• Providing written summaries and instructions after live sessions
• Ensuring lessons are paced appropriately for all students
• Offering alternatives to verbal participation (e.g., chat box, digital whiteboard)
8. Working with Parents and External Specialists
We value open collaboration with families. Parents are:
• Encouraged to share any professional assessments or diagnoses
• Invited to participate in review meetings and feedback sessions
• Welcome to suggest additional support strategies or tools
Where appropriate, and with parental consent, the school may consult external specialists (e.g., speech therapists, educational psychologists) to better understand and support the learner’s needs.
9. Confidentiality and Data Protection
All information regarding a student’s SEN is treated as confidential and shared only with relevant staff or professionals involved in the student’s education.
Records are stored securely and managed in accordance with our Privacy and Data Protection Policy.
10. Monitoring and Review
• ILPs are reviewed at least once per term (or more frequently if needed).
• Progress is monitored through teacher feedback, assessments, and student self-reflection.
• Adjustments to support are made collaboratively with the family.
11. Complaints and Concerns
If a parent or student is dissatisfied with SEN provision, they are encouraged to:
- Speak with the class teacher or SENCO
- Submit a formal complaint to the School Administration, following the Complaints Policy
All concerns are taken seriously and addressed in a timely, sensitive, and fair manner.
12. Policy Review
This policy is reviewed annually by the school’s leadership and SENCO. Updates will be communicated to all parents and staff.
13. Policy Agreement
All staff, students, and parents are expected to read and understand this policy. By enrolling a child at Traden Online School, parents agree to collaborate with the school in supporting their child’s educational development.