Our School’s Approach to Supporting Children with SEND

 We are committed to ensuring that every pupil with Special Educational Needs and Disabilities (SEND) can access a high-quality, inclusive education. Our approach focuses on early identification, personalised support, and creating a learning environment where all children can thrive academically, socially, and emotionally.

Early Identification

• Needs are identified quickly through observations, assessments, and behaviour tracking.

• We use the Assess–Plan–Do–Review cycle to monitor progress and adjust provision.

• Parents/carers and professionals are involved from the start.

High-Quality Inclusive Teaching

• All pupils receive differentiated, accessible teaching in every lesson.

• Staff use strategies such as modelling, chunked tasks, visuals, scaffolding and over-learning.

• Barriers are removed through thoughtful planning and flexible curriculum pathways.

Personalised Support

• Pupils receive tailored interventions including:

  • Small-group or 1:1 support

  • Literacy and numeracy programmes

  • SEMH mentoring/ELSA support

  • Speech and language or occupational therapy programmes

• Support is reviewed regularly to ensure it has impact.

Working in Partnership

• We maintain strong communication with parents/carers.

• Provision is co-planned with external agencies such as Educational Psychologists, SALT, OT, and CAMHS.

• Multi-agency working ensures coordinated, effective support.

Pupil Voice

• Pupils contribute to their SEND plans, targets, and strategies.

• We support them to understand their needs and develop independence.

EHCPs and Support Plans

• EHCP outcomes directly shape provision.

• SEND Support Plans and Behaviour/Regulation Plans guide staff and ensure consistency.

Emotional and Social Development

• Our approach includes trauma-informed practice, nurture, and restorative approaches.

• Safe spaces, sensory supports, structured routines and relationship-based strategies help pupils regulate and feel secure.

Reasonable Adjustments

We offer adjustments such as:

• Adapted materials and tasks

• Movement breaks or quiet workspaces

• Alternative recording methods

• Reduced sensory stimuli

• Adjusted expectations based on individual need

Skilled Staff and Training

• Staff receive ongoing training on ASD, ADHD, SEMH, dyslexia, trauma, and inclusive teaching.

• We ensure all staff understand each child’s needs and the strategies that work for them.

Reviewing Progress

• Progress is monitored regularly and provision is adapted as needed.

• Pupils, staff and families are involved in reviewing targets and next steps.