We prioritise the early identification of SEND through comprehensive monitoring and assessment, ensuring that every child has access to a tailored learning environment within our broad and balanced curriculum. 

Key approaches include: 

• Recognising that every teacher is a teacher of SEND, with inclusive practices embedded throughout the school 

• High-quality, adaptive teaching, with class teachers responsible for the learning and progress of all pupils, including those with SEND 

• Employing adaptive strategies to prevent cognitive overload, promote engagement, and support progress 

• Focusing on essential skills in reading, writing, and maths, while valuing foundation subjects, sports, and the wider development of social, emotional, and mental health skills 

• Enhancing speech and language, independence, and resilience in all pupils 

• Encouraging safe emotional expression, self-regulation, and positive social interactions 

While high-quality teaching is our first approach, some pupils benefit from targeted small-group or one-to-one interventions, designed based on assessment and keeping pupils included in the full curriculum. Strategies such as flexible grouping, explicit instruction, and the use of technology are applied to address diverse needs. 

Partnerships with parents/carers and the wider community are central to our approach. We involve pupils and their families in planning and decision-making, following the SEND Code of Practice (2014). Individual Learning Plans (ILPs) are developed, reviewed, and shared with parents/carers and pupils. For pupils with Education, Health and Care Plans (EHCPs), we provide tailored support and interventions, with annual reviews to assess progress and update targets collaboratively.