The Trust prioritises inclusion and Special Educational Needs (SEND) across all its schools. This shared vision, centred on children and families, drives continuous improvement. Our SEND approach is flexible and adapts to meet the diverse needs of all learners. We aim to support students in reaching their full potential, both academically and socially, preparing them for success beyond school.

A common theme which flows through the Behaviour and Relationships policies across the MAT is that all behaviour is a form of communication. The Trust’s provisions provide a clear foundation of nurturing support and endeavour to fully explore each individual to provide a holistic understanding of them.

We cultivate belonging and value all children, fostering positive contributions. Our MAT emphasises SEND understanding through assemblies, PSHE, and inclusive communities. We continuously strive to ensure high-quality education for children with additional needs, leading to positive and impactful learning experiences.

The Trust supports inclusive learning, enabling individualised pupil progress. We foster positive understanding of additional needs, removing barriers. Valuing parental input, we support families through workshops, information, and collaborative meetings. This holistic approach ensures children with additional needs thrive.

We empower SEND children by actively involving them in their education. This includes conducting and acting upon “Smile Surveys,” co-producing Person-Centred Plans (PCPs), and participating in annual reviews. Children share their thoughts and views through pastoral groups and committees. Extended parent-teacher meetings allow for celebration of achievements and in-depth discussions of provision and progress.

To address diverse needs, we offer lunchtime/break time clubs, Boxall-informed nurture groups, and nurturing Hub environments. These provide bespoke support in low-arousal settings for children with Special Educational Needs (SEND). Recognising the prevalence of sensory needs, we incorporate whole-class movement breaks, calm baskets, quiet corners, visual timetables, “now and next” boards, and sensory regulation stations within our classrooms. These strategies promote a calm learning environment and provide accessible sensory regulation tools for all students.

We have identified that some children require more specific sensory support and have therefore developed sensory rooms and included sensory circuits which match their sensory needs and provide them with opportunities to regulate. Our schools have accessed ‘Pools for Schools’ again providing another sensory outlet for children across our MAT.

It is essential for all children to express themselves. We ensure that Widgit software, assistive technology and Makaton is used to enhance children’s communication and interaction skills. This enables them to be fully included and inclusive of all learners within the classroom accessing the high-quality first teaching occurring across the schools.

High-quality teaching prioritizes flexible target setting, recognizing individual needs. The spiral curriculum, with built-in retrieval practice, enhances prior learning and secures long-term memory. Personalised curriculums, tailored to schools and cohorts, are informed by research-based practices like Walkthrus and Rosenshine’s Principles.

Children now independently regulate emotions, participate in discussions, and feel a strong sense of belonging. Key individuals have improved attendance through early interventions and tailored learning environments. Parents feel supported and actively contribute to their child’s education. Staff, utilising a trauma-informed approach, feel empowered to address the needs of all learners.

Our objectives in making provision for pupils with SEND

• To value all the pupils in our school equally.
• To ensure that all pupils have equal access to a broad, balanced curriculum which is differentiated to meet individual needs and abilities.
• For teachers to identify and meet the SEN of pupils, drawing on skills and resources from across the school.
• To recognise and address individual needs.
• To offer high quality support to ensure that these needs are met.
• To maximise the opportunities for students with special educational needs to join in with all the activities of the school.
• To ensure that all pupils experience success.
• To consider SEN in all curriculum areas and aspects of teaching and learning.
• To recognise that any pupil may encounter difficulties in school at some stage.
• To work with and involve parents fully ensuring that SEN provision is as effective as possible.
• To seek the views of the child and take them into account.
• To acknowledge and draw on parent/carer knowledge and expertise in relation to their child.

Please contact your child’s school for information on the types of SEND support available, or take a look our SEND support leaflet. It explains who can help and how this support can be accessed.