What is the Special Educational Needs (SEN) information report?

The SEN information report details the provision that The City Academy, Hackney offers to students with special education and disability needs. To find out more about the new SEND code of practice, please refer to the SEND code of practice: 0 to 25 years on the Department for Education website. To find out about the Hackney local offer, visit the SEND pages on the Hackney Learning Trust website.

SEN information report 2016/17

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. At The City Academy, Hackney we are committed to identifying and meeting the needs of all students in order to allow them to arrive at and even exceed their potential. Our school building is fully accessible for disabled students. We have lift access and disabled toilets on all floors. Our SEND and equalities policies can be found on our website and any queries can be directed to our Head of Learning (SENCO) and Assistant Principal, Director of Learning, Dawn Woodcock: dawn.woodcock@thecityacademy.org, our Faculty of Learning Systems Leader: Guven Akkir guven.akkir@thecityacademy.org,  or Classroom Support Leader, Lara Kenworthy: lara.kenworthy@thecityacademy.org.

Total number of students on roll 1087
Number of EHC students 41
Number of students identified as SEN Support 355
Percentage of school population with Special Educational Needs provision 36%

Provision for students with special education needs and disabilities

We believe that the most important factor in ensuring academic and personal success is outstanding classroom teaching. We practice a rigorous ‘Plan, Assess, Do, Review’ approach which clearly identifies students who require academic or social, emotional and well-being support and interventions. We review the progress of all students with SEND five times a year in collaboration with parents/carers and also external agencies during annual reviews. We are committed to working with all families and the community to support our students. If a student with SEND is not making their expected progress we offer targeted intervention and whole-school initiatives including (but not limited to):

Academic support and interventions

  • Lexia (Phonics programme to improve reading ability)
  • Phonics (small group)
  • Speech and Language Therapy
  • 1:1 Literacy or numeracy intervention
  • Support from Teaching Assistants in lessons
  • Homework support in Additional Studies
  • Access to a laptop computer during lessons
  • Small teaching groups for English, Maths and Science

Social, emotional and well-being support and interventions

  • Counselling
  • Behaviour mentoring
  • Interact lunchtime club
  • Key Stage 5 transition

Impact of support and interventions

The impact of the additional support and intervention put in place by the academy for SEN support students and students with EHCP (statements) is evident in their attainment and the progress students made in English and maths against national averages.

The achievement of all students at the school, including vulnerable groups, is ‘outstanding’ compared to national and local averages. – Ofsted 2012

Evaluation – outcomes and progress

SEN graph

Attainment of SEN students was significantly above average for SEN students when compared to National validated 2013 data. It is also broadly in line with the first release national average data for all students in 2014.

Impact of interventions for SEN students


The progress of SEN students between KS2 and GCSE was significantly above average for SEN students when compared to National validated 2015 data. In addition, the levels of progress show that at the Academy SEN students’ 3 levels of progress is well above the average for all students in English nationally at 88%, compared to the National average of 54%, a positive variation of 34%. SEN progress in Maths is also above the 2015 national average for all students at 76%.

Furthermore, improved practice and targeted intervention programmes in maths and English significantly raised the rates of progress of SEN students above that of non-SEN students in the last year with 66% of Year 11 SEN students improving by at least 1 grade in year 11 compared to less than 48% of non-SEN students. Indeed approximately 14% of SEN students achieved 2 grade improvement in these core subjects compared to under 9% of non-SEN students.

Next steps

In the coming academic year the Academy has the following priorities for Special Needs provision:

  1. To adapt systems and procedures to comply with the new code of practice
  2. To further refine intervention and Special Educational Needs support programmes to improve the progress, attainment and therefore educational outcomes of students