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At Queen Katharine Academy, an inclusive centre of educational excellence, SEND provision ensures that all students, in every classroom, including those with different needs, can overcome their barriers, make excellent progress and reach their potential.

At Queen Katharine Academy we believe in promoting each individual learner, within a supportive and secure environment, where they can develop into confident young people, adequately equipped and prepared academically, socially and emotionally for life ahead in our modern, multicultural society.

We are committed to supporting learners with a range of Special Educational Needs and/or Disabilities to reach their potential by identifying and striving to remove any barriers to learning.  Our support seeks to be person-centred and sustained through a coordinated partnership with parents and professionals, to ensure that the provision we put in place will cultivate confidence and positive self-esteem, enabling learners to achieve their future ambitions and reach their potential.



 Jo Hammond - Assistant Principal - SENDCo

Kathryn Scarborough - Assistant SENDCo


Contact Details:


Phone: 01733 383888

The Team

We have a team of committed and experienced Teaching Assistants offering academic and social and emotional support.  The Team works in close partnership with both curriculum and pastoral teams within the academy.

You will find more information about how we support the students of Queen Katharine Academy  by clicking on the links below. 

If you do have any questions or queries, or would like to give us feedback on the SEND information on our website, please do not hesitate to contact us.


An Overview of Special Educational Needs and Disabilities

The new SEND reforms and Code of Practice (January 2015) identifies four broad areas of Special Educational Needs:


  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Physical and Sensory


Communication and Interaction 

What Does it Mean?

This is a term used to describe a young person’s ability to interact and communicate with their peers and other people.

Young people with difficulties in this area may also find the following a challenge:


  • Forming sounds, words and sentences
  • Initiating and maintaining conversation
  • Processing and following verbal instructions
  • Expressing ideas, opinions and communicating wishes
  • Using the appropriate words and vocabulary


What we do:

At Queen Katharine Academy, lessons will be delivered through a range of teaching and learning strategies and a multi-sensory approach therefore ensuring that all learners have an opportunity to be successful and achieve their potential.

Where learners continue to struggle within this area, they may be identified for further intervention developing language, vocabulary and confidence.

Cognition and Learning 

What Does it Mean?

This concerns a young person’s thinking skills, thought processes and pace of learning.  Young people with learning needs may learn more slowly than their peers, even with appropriate differentiation.  Learning difficulties in this area can be specific or general and may also very between subjects. 

Specific learning difficulties (SpLD) affect specific aspects of learning and includes conditions such as dyslexia, dyscalculia and dyspraxia.


What we do:

We use the graduated approach to support young people with additional learning needs which provides for the varying needs of all.  We use attainment and progress data to differentiate between underachievement and SEN and also look at progress over time.  As well as these aspects, we also use screening tests and reading tests to aid the identification process, in addition to teacher feedback and classroom observations.

If we feel there is a C&L special educational need, we have a range of planned interventions available which are delivered by trained staff.  These interventions are closely monitored and reviewed to ensure that they are having an impact.

Social, Emotional and Mental Health 

What Does it Mean?

This is a term used to describe a young person’s ability to cope emotionally and socially with situations that occur day to day.

Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships.


What we do:

Learners with behaviour challenges do not necessarily have an underlying special educational need and, equally, children with special educational needs do not necessarily display challenging behaviour.

Where a learner continues to struggle, despite high quality teaching in the classroom, we will determine the most effective strategy to support them.  We have a range of approaches which include: mentoring, key worker support, a bespoke emotional literacy programme, social skills groups and structured activities and clubs during lunch.

Physical and Sensory 

What Does it Mean?

There is a wide range of sensory and physical difficulties that affect children and young people such as Visual Impairment, Hearing Impairment or Physical Disabilities.


What we do:

We have a modern and accessible learning environment for all pupils.

Classrooms are well resourced with a variety of equipment allowing teachers to plan a multi-sensory lesson catering for the needs of all students.

We have an experienced student welfare team that oversee the medical provision for our students.


SEND Information Hub (Local Offer) - Peterborough City Council


QKA Access Arrangements Policy 2023 2024
QKA Children in Care Policy 2023 2024
QKA Children Who Cannot Attend School For Health Reasons 2023 2024
QKA Disability Access Action Plan 2023
QKA First Aid Policy v1
QKA Intimate Care and Toileting Policy 2023 2024
QKA Moving and Handling Policy_2023 2024
QKA SEND Policy 2023 2024
QKA Supporting Students With Medical Conditions Policy 2023 2024