SEN Provision

Horizons Academy Bexley is an Alternative Provision that supports children and young people who are finding it difficult to manage in their mainstream school. Many of the pupils we work with have a range of special educational needs, and their difficulties in school may have led to a referral for our outreach or in‑school support. We offer:

• 12‑week programmes for Primary and Key Stage 3 pupils
• Long‑term placements for pupils in Years 10 and 11
• Short‑term education for pupils who have been permanently excluded from mainstream school

How we support pupils with SEND

We are able to support a wide range of special educational needs. All pupils attending Horizons are placed on our SEND Register (K Coded).

The types of needs we commonly support include:

• Cognition and Learning (C&L) – difficulties with reading, writing, memory or understanding
• Social, Emotional and Mental Health (SEMH) needs
• Communication and Interaction (C&I) – including speech, language, and social communication needs
• Sensory and/or Physical needs

Most children referred to Horizons will already have been known to their home school’s SEND team and will have had support through the Graduated Approach (Assess, Plan, Do, Review). Some may be going through an EHCP assessment, while others may simply be struggling with difficulties in self-regulation, differences in learning, and neurodiversity that can affect their learning.

SEND assessments during the placement

During a pupil’s first week at Horizons, we carry out a set of one‑to‑one screening assessments with our SEN team. These help us understand their needs and how best to support them. 

As part of our Early Identification of SEND process, we use a range of simple observation and referral forms to help us build a full picture of a child’s needs as early as possible. These include:

• Teacher and Support Staff Referral Form and the Learning Support Mentor/Teacher Observation (Years 4–11) allow school staff to record concerns they have noticed in lessons or around the school, helping us spot patterns in learning or behaviour. 
• Parent Early Identification of SEND form gives families the chance to share their own observations, which is important because parents often notice things first at home. 
• Student Voice Early Identification form, which helps us understand how the young person feels about their own learning and wellbeing.
•  Early Identification of Speech, Language and Communication Needs form to pick up possible language or interaction difficulties.
•  Signature Strengths Student Self‑Report and Signature Strengths Teacher/Learning Support Mentor Checklist highlight what the child is good at, helping us plan support that builds on their strengths. Together, these tools ensure we notice needs early, understand the whole child, and provide the right help without delay.
• Emotional Literacy checklist to help identify how well a child understands and manages their emotions, which is important in spotting underlying social or emotional needs. 
• Boxall Profile helps us understand a child’s social, emotional and behavioural development in more depth, giving us insight into how they cope in school.

For more details about our Early Identification of SEND process, please refer to the SEND information report.

Reviewing progress

We update parents and home schools on the pupil’s progress during:

• Week 5 Review Meeting
• Week 10 Review Meeting
• Final Review Meeting

If we identify any additional or unmet needs, we may—together with the home school SENCo—recommend referrals to:

• Community Paediatrics (Acorns)
• CAMHS (Child and Adolescent Mental Health Services)
• Speech and Language Therapy (SALT)

We also support home schools by providing SEND information that may be helpful if they decide to apply for an EHCP. However, the home school is responsible for making any formal referrals or EHCP applications.

Once a pupil receives an EHCP, the Local Authority must name an appropriate long‑term school within a reasonable timeframe.

Placement length and EHCPs

Horizons Academy is designed as a short‑term intervention,  long‑term placement can only be referred to for KS4. 

• Pupils with an agreed EHCP cannot be referred to Horizons Academy.
• If a pupil is on a long‑term placement (Years 10–11) and an EHCP is later agreed, their placement becomes short‑term, and we will work with the home school and the Local Authority to plan a smooth transition to the right long‑term setting.

As set out in the Memorandum of Understanding (MoU) with Bexley Local Authority, pupils with an agreed EHCP cannot remain on roll at Horizons Academy, as the provision is designed as a short‑term intervention rather than a long‑term placement. If the pupil is on a long-term placement, if an EHCP is agreed, the long-term placement automatically becomes a short-term placement with the view of a supported transition to a long-term setting.

To support clear and consistent planning for all teams involved, the following approach will be applied:

1. EHCP Needs Assessment requests submitted by the home school prior to referral

• If Co‑production has not taken place by the Week 5 Review Meeting, the placement at Horizons Academy will finish on the agreed 12-week date.

This structure helps us collectively maintain statutory timescales and prevent delays for the child or young person. 

2.Students for whom an EHCP has been agreed during the placement at Horizons Academy

• The placement will end 6 weeks after the final panel decision. This allows for:

• 3 weeks for consultation with potential receiving settings, followed by
• 3 weeks for planned transition.

This time frame is designed to support positive, well‑managed moves into the most suitable long‑term provision.

The SEND Team

Accessability_Plan_202427.pdf