SEND information report

This page explains how Cedars Academy supports children and young people with special educational needs and disabilities (SEND) at Low Fell and High Heworth.

 

Every pupil currently at Cedars has an Education, Health and Care Plan (EHCP). Our teaching, support and learning environments are planned around pupils’ individual needs, strengths and aspirations.

 

This information is being reviewed for 2026–27. You can request a free paper copy from either school office.

​

The kinds of SEND we provide for

Cedars is a special academy supporting children and young people with learning, communication, sensory, physical and medical needs. These may include autism, learning difficulties, speech and language needs, and associated social, emotional and mental health needs.

 

Pupils often have needs across more than one area. We consider each pupil individually, using their EHCP, professional advice and information from the pupil and their family.

 

Low Fell provides for pupils with complex learning needs, currently from Reception to Year 11. Learning follows developmental pathways, with a strong emphasis on communication, sensory learning, wellbeing and independence.

 

High Heworth provides for students in Years 7 to 13 who are ready for a broad, subject-based curriculum with a high level of structure and support. It opened in September 2025, replacing our Walker Terrace provision. Our current post-16 provision is at High Heworth.

 

How a place is offered

Places are arranged through the local authority’s EHCP process. Families cannot apply directly to the academy for a place.

 

When the local authority consults us, we consider the pupil’s needs, the provision described in their EHCP and whether Cedars can provide appropriate support.

 

We work with families and the local authority to consider the provision and site best suited to each pupil.

Read more about how a place is offered.

 

How we assess needs and plan support

Before a pupil joins, we gather information from their family, current setting and the professionals involved in their care and education.

 

Teachers use this alongside assessments and observations to understand the pupil’s starting points in learning, communication, physical and sensory needs, emotional wellbeing and independence.

 

At Low Fell, each pupil has a Personal Learning Plan that turns their longer-term EHCP outcomes into individual learning priorities. Engagement Profiles are being introduced within the Early Years, Informal and Semi-Formal pathways to support planning, observation and assessment.

 

At High Heworth, staff use assessments suited to students’ needs and programmes of study. These include English and maths baseline assessments, reading and comprehension assessments, and assessments of phonics, practical maths, emotional development and preparation for adulthood.

 

How we check progress

We assess progress from each pupil’s starting points, including progress towards their EHCP outcomes. We recognise progress in communication, engagement, emotional regulation and independence alongside academic achievement.

Staff gather evidence through observations, assessments and examples of learning. At Low Fell, leaders review progress at termly pupil progress meetings.

 

EHCP annual reviews bring together the pupil, family, school and relevant professionals to consider progress, changing needs and next steps. The academy shares review information and any proposed amendments with the local authority.

 

If a pupil’s needs change, we work with their family and relevant professionals to consider further assessment or changes to support.

 

How we involve parents and carers

Families know their children well and are central to planning and reviewing support.

We work with parents and carers through everyday communication, meetings, parents’ evenings and EHCP annual reviews. Families can share what is working at home, raise concerns and help identify priorities. They can also request a meeting to discuss progress or support.

 

At High Heworth, parents and carers are invited to consultation meetings and receive an end-of-year report.

Our Cedars Academy app supports day-to-day communication with class teams. Families can also contact the school office or family liaison team to arrange a conversation.

 

Read more about family support and our school app and payments.

 

How we involve pupils

We support pupils to express their views, make choices and influence decisions about their learning and school life.

Pupils contribute to planning and reviews in ways that suit their understanding and communication needs. This may include conversations, photographs, symbols, signing or communication technology.

 

We recognise that pupils may communicate their preferences and feelings through their actions and responses as well as through words. Staff work with families and professionals to understand and respond to these.

 

Teaching and adapting the curriculum

Our curriculum starts with each pupil’s strengths, needs and stage of development. Pupils learn in small teaching groups, with support organised around their individual needs.

 

At Low Fell, developmental pathways include sensory, therapeutic, play-based and practical learning. At High Heworth,

personalised programmes combine subject learning, appropriate qualifications, vocational opportunities and preparation for adult life.

​

Adaptations may include:

• visual timetables, symbols and objects of reference

• tasks broken into manageable steps, with repetition and time to practise

• practical resources and real-life learning

• individual or small-group teaching

• adjustments to pace, routines and the learning environment

• specialist equipment and communication technology

• appropriate assessment and examination access arrangements.

 

Communication, relationships, wellbeing and independence run throughout the school day.

 

Read about learning at Low Fell and learning at High Heworth.

 

Supporting communication

We use a Total Communication approach, valuing every way pupils communicate.

Depending on individual needs, this can include speech, signing, gestures, objects of reference, photographs, Widgit symbols, the Picture Exchange Communication System (PECS) and augmentative and alternative communication (AAC), including the Grid app.

 

Staff work with families and speech and language professionals to help pupils develop their communication skills and use their communication systems throughout the day.

 

Therapies and specialist support

We work with therapists and other professionals to support pupils’ access to learning and everyday life. Support is planned around individual needs and professional assessment.

This may include:

• speech and language therapy

• occupational therapy, including visiting support from Treetops Occupational Therapy

• physiotherapy

• hydrotherapy and sensory swimming

• rebound therapy

• sensory and movement programmes

• counselling and emotional wellbeing support.

 

Kalmer Counselling provides support at both sites, with provision primarily focused on High Heworth.

 

Teachers and support staff incorporate agreed strategies into everyday routines. Specialist clinical therapies are delivered by appropriately qualified professionals.

 

Staff expertise and training

Teachers, teaching assistants and specialist staff work together to understand and meet pupils’ needs.

Staff receive induction and ongoing professional development. Training is planned around pupils’ needs and staff responsibilities, including safeguarding, communication, autism, sensory needs, emotional regulation and relevant medical or physical support.

 

Training has included moving and handling, PECS, Makaton, trauma-informed practice, multi-sensory impairment and epilepsy.

Where a pupil needs a specialist procedure or programme, staff receive appropriate training and guidance. We also draw on advice from therapists, educational psychologists and other specialist professionals.

 

Equipment, facilities and accessibility

We consider the equipment and environmental adaptations each pupil needs to participate in learning and school life. These may include communication aids, adapted seating, mobility support, accessible personal care facilities and sensory resources.

 

Equipment needs are considered alongside the pupil’s EHCP and professional advice, and reviewed as their needs change.

 

At Low Fell, facilities include a hydrotherapy pool, rebound therapy room, sensory room, soft play, immersive room, sensory integration and movement room, the Liz Neale sports hall and outdoor learning spaces.

 

At High Heworth, facilities include playing fields, an indoor sports hall, a gym, outdoor learning areas and an on-site social enterprise outlet.

 

Please contact the relevant school office to discuss particular access requirements or arrange a visit.

 

Our accessibility plan sets out how we improve access to the curriculum, the physical environment and information.

 

Read our accessibility plan.

 

Taking part in school life

We plan activities, visits and enrichment opportunities with pupils’ needs in mind. Staff consider accessibility, communication, personal care, medical needs and appropriate support so pupils can participate safely.

 

We work with families and relevant professionals to identify barriers and make reasonable adjustments. Opportunities are matched to pupils’ interests, needs and learning goals.

 

Learning beyond the classroom includes opportunities to use local facilities and services, develop friendships and practise skills in the wider community.

 

Wellbeing and emotional development

Positive relationships help pupils feel safe, understood and ready to learn. We use predictable routines, communication support and personalised strategies to help pupils recognise feelings, develop relationships and manage difficult moments.

Support ranges from everyday approaches within the classroom to more targeted help, including counselling and emotional wellbeing programmes.

 

Pupils are supported to communicate worries in ways that work for them. Staff listen to pupils and families and take concerns about bullying seriously.

 

If you are concerned about your child’s wellbeing or possible bullying, please contact their class team or the school office so that we can discuss appropriate support.

 

Read our safeguarding information and behaviour and anti-bullying policies.

 

Moving into, through and beyond Cedars

When a place is agreed, we work with the pupil, their family and their current setting to plan a supported start. This may include sharing information, visits, time with the new class and a phased introduction where appropriate.

 

Moves between classes, phases or sites are planned around individual needs. Moving to High Heworth is not an automatic next step for every Low Fell pupil.

 

Preparing for adulthood includes independence, relationships, community participation, health and opportunities for further learning and work. It forms part of EHCP annual reviews from Year 9.

 

Our careers programme, Work Skills, helps pupils explore possibilities and prepare for their next steps. We work with families, the local authority and receiving providers to support transitions into further education, training, employment or other appropriate provision.

 

Read about starting at Cedars and preparing for adulthood and careers.

 

Working with other services

We work with local authorities, health professionals, social care services and other organisations involved in pupils’ education and care.

 

Our family liaison team helps coordinate communication with families and professionals, supports reviews and helps families access advice and services.

 

Where appropriate, we seek additional specialist advice to understand changing needs and improve support.

 

Keith Vincent, Director of Inclusion is the designated teacher for looked-after and previously looked-after pupils and coordinates relevant support with families, carers and other professionals.

​

How we evaluate our provision

Leaders review pupils’ progress, the quality of teaching and the effectiveness of support. This includes assessment information, reviews of learning and feedback from pupils, families and professionals.

 

Findings inform staff development, improvements to provision and academy planning. Trustees oversee the academy’s work and challenge leaders on its effectiveness.

 

At Low Fell, priorities for 2026–27 include embedding Engagement Profiles and Personal Learning Plans within planning and termly pupil progress reviews.

 

Questions, concerns and complaints

If you have a question or concern about your child’s SEND provision, please speak to their class teacher or contact the relevant school office. We will help you reach the appropriate member of staff.

 

Director of Inclusion: Keith Vincent

Low Fell: 0191 487 4595
High Heworth: 0191 691 3581
Email: enquiries@cedarstrust.org.uk

 

If your concern remains unresolved, our complaints policy explains how to make a formal complaint and the stages for considering it.

 

For concerns about the content of an EHCP or a local authority decision, contact your local authority’s SEND team. Families can also seek free, impartial advice from Gateshead SENDIASS.

 

Gateshead’s Local Offer

The Gateshead SEND Local Offer provides information about education, health, social care and other support for children and young people with SEND and their families.

 

If you live outside Gateshead, your own local authority also publishes a Local Offer.

 

Reviewing this information

We review our SEND information report annually and update information during the year when arrangements change.

This version of the 2026–27 report is currently being finalised. This page will be updated following that review.