Overview

At Beavers Lodge Playgroup, staff have recognised that an increasing number of children attending the setting required additional support with communication and interaction. Children presented with a range of needs including speech and language delay, autism, social communication difficulties, developmental delay, and English as an Additional Language (EAL).

Some children find it difficult to communicate their wants and needs, understand routines, engage in shared play, or build relationships with peers and adults. This sometimes leads to frustration, anxiety, reduced participation, and difficulties developing a sense of belonging within the mainstream playgroup environment.

The playgroup has identified that communication barriers prevent some children from fully accessing learning opportunities and forming positive relationships. In response, the setting introduced and embedded a Total Communication Approach to create a more inclusive and communication-friendly environment where every child could feel understood, valued, and included.

Strategy

Beavers Lodge Playgroup implemented a Total Communication Approach across all aspects of the daily provision. Staff use a combination of verbal and non-verbal communication strategies to support understanding, interaction, and emotional wellbeing for all children.

This includes:

• Spoken language supported by signs and gestures
• Consistent use of Makaton during songs, routines, story sessions, and transitions
• Visual timetables, now-and-next boards, and choice cards
• Picture prompts and visual cues throughout the learning environment
• Simplified language and repetition of key vocabulary
• Use of facial expression, modelling, and body language to reinforce meaning
• Communication-friendly spaces with predictable routines and reduced sensory overload

Opportunities for children to communicate using verbal language, signs, visuals, gestures, and play-based interaction

The Playgroup has an AAC (Alternative Augmentative Communication) board up on the wall.  This is a visual communication tool that helps people communicate when spoken language is difficult or limited.  The adult’s model how to use the board so that children can express their needs, make choices, express their feelings as well as ask questions.

The total communication approach is  embedded universally across the setting rather than being used only for children with identified SEND. Staff work collaboratively to ensure consistency in practice and attended training to develop confidence in supporting communication and interaction needs.

The playgroup also works closely with parents, carers, and also uses resources provided by speech and language professionals such as core boards to support a specific child’s needs.  Resources and strategies are shared with families to encourage consistency between home and the setting.

Staff have been using google translate to support parents who speak no or very little English.  They have used this tool to translate observations, letters and to share information with parents.

Outcomes

Following the implementation of the Total Communication Approach at Beavers Lodge Playgroup, significant positive outcomes were observed for children, families, and staff across the setting.

Quantitative measures demonstrated clear improvements in children’s engagement, participation, and communication development. Staff tracking and observations identified that approximately 80% of children requiring communication support showed increased participation in group activities and play experiences within one term of implementation. Children using visual supports and AAC resources demonstrated improved ability to make choices and communicate wants and needs independently. The setting also recorded a reduction in incidents linked to frustration and communication breakdown, particularly during transitions and group times. Attendance and engagement levels for children with additional communication needs improved, with families reporting increased confidence and willingness from children to attend the setting.

Assessment data and progress monitoring and progress trackers, showed measurable improvements in children’s communication and interaction targets, including attention and listening, understanding routines, turn-taking, and expressive communication. Staff also noted an increase in peer interaction and cooperative play among children who had previously struggled to engage socially.  Generally all children have made an improvement from their starting points.

Qualitative feedback from families highlighted the emotional and social impact of the approach. Parents reported that children appeared calmer, happier, and more confident both within the setting and at home. Families valued the consistency between home and playgroup communication strategies and expressed increased confidence in supporting their child’s communication development.

Staff observations also identified significant improvements in children’s sense of belonging and emotional wellbeing. Children who had previously been reluctant to join activities began initiating interaction with peers and adults, participating in routines more independently, and engaging more confidently within the playgroup environment. The use of visual supports, Makaton, and communication-friendly strategies helped reduce anxiety and created a more predictable and accessible learning environment for all children.

The Total Communication Approach also positively influenced the wider culture of Beavers Lodge Playgroup by increasing staff confidence in inclusive practice and reinforcing the understanding that communication accessibility benefits every child, not only those identified with SEND. Overall, the approach has strengthened inclusion, improved outcomes for children with additional needs, and supported all children to develop positive relationships, confidence, and a stronger sense of belonging within their mainstream setting.

Resource Implications

The implementation of the Total Communication Approach at Beavers Lodge Playgroup was designed to be sustainable, practical, and embedded within everyday practice. The approach primarily utilised existing staffing structures and learning environments, with resources carefully selected to maximise accessibility and inclusion for all children.

Initial resource implications included staff training in communication and interaction strategies, including the use of Makaton, visual communication systems, and communication-friendly practice. Training was delivered through a combination of local authority support, SEND professional guidance, and ongoing in-house professional development.

Physical resources included:

• Visual timetables and now-and-next boards
• Picture cards and choice boards
• Makaton visuals and signing resources
• AAC boards and communication prompts
• Laminating, printing, and symbol software resources
• Sensory and communication-friendly adaptations within the environment

Many resources were low-cost, reusable, and integrated into daily routines. Staff created a number of personalised visuals and communication aids in-house such as a weather board to support children’s understanding.

Voice

Feedback from parents:

‘Please list the skills that you think your child has achieved from the Playgroup’

Parent 1: ‘She has built up her self confidence, make friends, caring & sharing’

Parent 2: ‘Confidence, speech/communication, social skills, independent in choosing activities/ making choices, fine motor skills and physical education’

Parent 3: ‘Speaking skills, Physical exercise’

Parent 4: ‘Speech, Independence, Social skills’

Overview

The Capella House and Richmond upon Thames College (RuTC) Post-16 Hub is an innovative multi-agency model designed to enable young people with Speech, Language and Communication Needs (SLCN), often alongside Autism and SEMH needs, to successfully access and sustain mainstream Further Education.

Historically, this cohort has faced significant challenges at Post-16. Many learners struggled to manage the communication, social and executive functioning demands of mainstream FE environments without enhanced support, resulting in disengagement from education or placement in costly independent specialist provision.

In response, Capella House School, Richmond upon Thames College and Achieving for Children developed a local hub model that bridges the gap between specialist and mainstream provision. The hub currently supports 10 learners who are enrolled on mainstream college courses, including GCSEs, BTECs and Level 1/2/3 pathways, whilst receiving embedded specialist support.

A key feature of the model is the role of a specialist Link Teacher from Capella House, based within the college for two days each week. The Link Teacher provides daily check-ins, emotional regulation support, weekly tutorials and close liaison with curriculum teams to ensure pupils are ready to learn and able to engage successfully within the college environment.

Therapeutic provision is integrated throughout the model. Speech and Language Therapy and Occupational Therapy are delivered both directly to learners and indirectly through staff training and coaching. This ensures that EHCP outcomes are embedded into everyday practice while also building the confidence and capacity of mainstream college staff.

The provision is underpinned by strong partnership working between education, health and the Local Authority. Governance, planning and review processes are shared across partners, ensuring joined-up support and accountability. Learners and families are actively involved in planning, reviewing and shaping support within the hub.
Importantly, this is not a separate or segregated provision within the college. Learners are fully included within the wider FE environment, with specialist support enabling them to access opportunities that may previously have been out of reach.

Strategy

• Early identification of learners requiring enhanced transition support into Further Education
• Strong multi-agency collaboration between Capella House School, Richmond upon Thames College and Achieving for Children
• Embedded specialist support within a mainstream FE environment rather than separate provision
• Integrated therapeutic approaches through Speech and Language Therapy and Occupational Therapy
• Workforce development and staff training to build sustainable inclusive practice within the college

A dedicated Link Teacher acts as the central point of support for learners and staff. Pupils attend daily morning check-ins to support readiness for learning, emotional regulation and organisation. Weekly tutorials focus on independence, communication, problem-solving and managing the demands of college life. This includes support with self-advocacy, organisation, communication and navigating wider college life. The Link Teacher also liaises closely with curriculum staff to monitor engagement, attendance and academic progress, enabling early intervention where concerns arise. Multi-disciplinary meetings are arranged where additional support is required.

Therapeutic support is embedded across the provision. Therapists provide direct intervention for pupils while also coaching and training college staff to adapt communication, teaching and learning approaches for learners with SLCN.

Training and capacity-building have been a key part of the model. College staff have developed greater confidence and competence in adapting teaching approaches, understanding communication needs and supporting emotional regulation. This has been particularly evident within curriculum areas such as Art and IT.

The model also places a strong emphasis on preparation for adulthood. Learners are supported to develop independence, self-advocacy and confidence within a real-world college environment while accessing meaningful qualifications and progression pathways.

Outcomes

Although the hub is still in its first year, early impact has been significant. Quantitatively, the provision has achieved:

• 100% retention across the cohort
• No learner dropouts
• Sustained engagement in education for all pupils currently accessing the hub

Professionally, there is strong confidence that at least one learner would have disengaged from education without the support provided through this model. The model has therefore demonstrated early preventative impact in reducing risk of NEET outcomes.

Qualitative impact has also been strong. Learners have shown:

• increased confidence navigating the college environment
• improved independence and self-management
• greater engagement in learning and participation within mainstream college life
  improved emotional regulation and readiness for learning
• The model has also had a positive impact on staff practice within the college. Curriculum teams report increased confidence in supporting learners with SEND, particularly within Art and IT departments where inclusive teaching strategies have become more embedded.
• The hub has strengthened partnership working between education, therapy and the Local Authority, improving communication and shared accountability around EHCP implementation and learner outcomes.
• Systemically, the provision is demonstrating the potential for a sustainable and scalable local alternative to high-cost independent placements, while improving outcomes for young people within their local community.

Resource Implications

The hub model has been designed to maximise existing resources through collaborative partnership working between the Local Authority, Richmond upon Thames College and Capella House School. Key resources include:

• a dedicated Link Teacher from Capella House
• integrated Speech and Language Therapy and Occupational Therapy support
• staff training and workforce development within the college
• use of existing college facilities and mainstream curriculum pathways

The provision operates through shared responsibility and joint planning across partners, enabling specialist expertise to be embedded within an existing Further Education setting rather than creating separate specialist provision.

While the model requires targeted staffing and therapeutic input, it provides a more sustainable local alternative to higher-cost independent and out-of-borough placements. This creates opportunities for both improved outcomes and longer-term system sustainability.
The collaborative approach has also strengthened staff confidence and inclusive practice within the college, helping to build capacity that extends beyond the immediate cohort of learners.

Voice

Feedback from learners and families has been overwhelmingly positive, particularly around the increased confidence, independence and sense of belonging pupils have experienced within the college environment.

• Common themes from pupil feedback include:
• feeling more confident navigating college independently
• feeling supported when overwhelmed or anxious
• improved confidence in communicating with staff and peers
• feeling able to remain engaged in education successfully
• improved organisation and ability to stay on track with work

Almost all students reported that the Hub support had helped them overall, while the majority also reported increased independence and feeling more prepared for the future, including work, further study and life skills.

Students identified regular check-ins, supportive relationships with Hub staff and help breaking down tasks as key factors in helping them settle into college successfully. One learner shared that having regular check-ins and consistent adult support helped them feel “less stressed about college” and more able to manage the day independently. Other pupils highlighted the importance of understanding staff, communication support and friendships in helping them settle into college life successfully.

Families highlighted the importance of having a local provision that combines mainstream opportunities with specialist support. Parents commented positively on:

• improved confidence and independence
• increased engagement in education
• reduced anxiety around transition into Post-16 education
• stronger communication between professionals
• emotional well-being and feeling safe within the college environment

All parents who responded felt that, without the Hub, their child would have found starting college harder. Parents particularly valued the presence of a familiar and trusted adult who understood their child’s communication needs and could provide consistent support during transition. One parent described the Hub as a “wonderful resource to help with transition,” while another praised staff for “going above and beyond” in their understanding of their child’s needs

College staff have also reflected positively on the partnership model, noting increased understanding of SLCN and greater confidence in adapting teaching approaches to support learners effectively. Overall, the feedback demonstrates the importance of combining specialist expertise with inclusive mainstream opportunities to support successful outcomes, engagement and preparation for adulthood for young people with SEND.

Overview

Hallfield Primary School has developed an inclusive, evidence-informed model of Specialist Resource Provision (SRP) for children with autism that combines early intervention, therapeutic partnership, family engagement and mainstream inclusion. The provision was established in response to increasing levels of identified need locally and a recognition that many children and families required earlier, more joined-up support before difficulties became entrenched.

Our approach aligns closely with the wider aims of the London Innovation and Improvement Alliance (LiiA) programme through strengthening provision for children and young people with SEND, building workforce capacity, promoting partnership with families and sharing learning across the wider system. It has also been designed with scalability and sustainability in mind, ensuring the model can support both individual children and broader system improvement.

The SRP provides a highly structured and nurturing environment for nursery and reception aged children with autism and related neurodiverse profiles, with the provision now extending into Key Stage 1 as part of a planned full primary pathway. Therapeutic support is embedded directly into practice through commissioned speech and language therapy, occupational therapy and educational psychology services. Approaches including SCERTS, visual communication systems, sensory regulation and communication-focused teaching are integrated into daily classroom practice rather than delivered in isolation.

A central feature of the provision is the belief that inclusion must extend beyond the child and into the wider family and school community. Families are supported from the earliest stages of assessment, diagnosis or emerging concern. Workshops and practical programmes around autism understanding, communication, toileting, sleep and emotional regulation help reduce isolation and build confidence for parents and carers. Parent partnership is viewed as essential to successful inclusion and long-term outcomes.

The practice has also had a significant impact on mainstream inclusion across the school and wider locality. Many strategies initially developed within the SRP — including sensory diets, Zones of Regulation, colourful semantics, structured routines and calming spaces — are now embedded within universal classroom practice. Staff across the school have engaged in ongoing professional development, coaching and observation opportunities, strengthening confidence in adaptive teaching and early identification.

Beyond Hallfield itself, outreach work has become a key element of the model and reflects the LiiA principle of supporting developments and sharing learning across SEND systems. Through bespoke outreach programmes and school-to-school support, practitioners work alongside teachers, LSAs, SENCOs, early years settings and families across Westminster to develop autism-friendly practice, strengthen adaptive teaching and build workforce confidence in meeting need earlier within mainstream settings. Outreach support includes coaching, modelling, environmental reviews, strategy development and joint problem-solving around identified children. Children from other settings are also able to access targeted sessions within the provision, benefitting from specialist resources, therapeutic approaches and high-quality inclusive practice. This work has strengthened partnership working across schools and contributed to wider inclusion capacity across the borough.

The work is strengthened through close partnership with Westminster City Council, SEND and Early Years teams, SEND specialist teachers, College Park Special School and local health professionals. Together, this has created a continuum of provision that supports children to move successfully between mainstream, specialist resourced and specialist settings where appropriate, while reducing reliance on costly out-of-borough placements and strengthening local inclusion capacity.

Strategy

A number of interconnected strategies underpin the success of Hallfield’s inclusive practice model.

At the centre of the approach is early intervention. Children are identified and supported at the earliest possible stage through close collaboration with families, health professionals, educational psychology and local authority SEND teams. Individual provision is carefully planned around communication, regulation, interaction and independence, ensuring barriers to learning are addressed before they escalate.

Therapeutic practice is embedded within daily teaching rather than operating as a separate intervention model. Speech and language therapists, occupational therapists and educational psychologists work directly alongside staff to shape classroom environments, routines and curriculum delivery. Staff use approaches including SCERTS, visual communication systems, sensory integration strategies, colourful semantics and structured communication supports to enable pupils to access learning successfully.

Family engagement is another core strategy. Parents and carers are involved from the outset and supported through regular meetings, workshops and practical guidance sessions. Sessions around autism understanding, communication, sleep, toileting and emotional regulation help families feel informed, connected and empowered. This collaborative approach has strengthened trust and improved consistency between home and school.

Professional learning and workforce development are central to the sustainability of the model. Staff across the school access coaching, modelling and observation opportunities through the SRP. Inclusive strategies developed within the provision are increasingly embedded across mainstream classrooms, strengthening universal provision for all pupils. This has increased staff confidence in adaptive teaching and reduced anxiety around meeting complex needs within mainstream settings.

Outreach and partnership working extend the impact beyond Hallfield itself and have become an important mechanism for strengthening mainstream inclusion across Westminster schools. Through bespoke outreach programmes, Hallfield staff support schools and early years settings to develop autism-friendly environments, strengthen ordinarily available provision and build staff confidence in adaptive teaching. Teachers, LSAs and SENCOs receive practical coaching, modelling and support linked directly to identified children and school contexts. Outreach work also enables schools to access specialist advice earlier, helping reduce escalation of need and increasing the likelihood that children can remain successfully within mainstream provision.

Hallfield has also worked collaboratively with College Park Special School to establish a continuum of provision and shared quality assurance processes. Joint visits, moderation and professional dialogue ensure consistency of standards and shared learning across settings.

In addition, the school has supported the development of new SRPs within the local area, including contributing to provision design, curriculum development and workforce training in other schools and nursery settings. This reflects the wider LiiA principle of supporting developments and sharing learning across SEND systems.

A strong focus on implementation feasibility and sustainability runs throughout the work. Strategies are intentionally designed to become embedded within everyday practice rather than reliant on individual staff members or short-term projects. The approach therefore strengthens long-term mainstream inclusion capacity while also improving outcomes for children with SEND.

Outcomes

The impact of Hallfield’s inclusive practice has been observed through a combination of quantitative measures, qualitative feedback and external review.

Since the launch of the provision in 2021, the SRP has directly supported 36 children and their families, with the current roll now expanded to 30 pupils following the extension into Key Stage 1. Alongside this, outreach support has provided targeted intervention and coaching for a further 36 children across more than 12 Westminster schools.

Children supported through the provision demonstrate improved engagement, communication, emotional regulation and readiness for learning. Many pupils who initially struggled to access structured environments have successfully transitioned into mainstream classrooms for increasing parts of the school day, while others have progressed to appropriate specialist pathways with greater stability and preparedness.

The impact on mainstream inclusion across the school has also been significant. Strategies originally developed for autistic pupils are now embedded within universal classroom practice and benefit a much wider group of learners. Staff report increased confidence in identifying and responding to SEND needs early, alongside improved understanding of adaptive teaching and neurodiverse approaches.

The provision has contributed to reducing the need for higher-cost out-of-borough placements and associated transport costs by enabling more children to have their needs met locally within mainstream provision. Local Authority data also indicates that Westminster’s increase in EHCPs remains below both London and national averages, while nearly half of pupils with EHCPs continue to access mainstream schools. This reflects the positive impact of strengthened inclusive provision and early intervention pathways.

The work has been externally reviewed through Local Authority Service Level Agreement processes, SEND specialist teacher reviews, multi-agency visits and peer review activity with College Park Special School and other SRP leaders. Feedback from these reviews has been consistently positive and has informed ongoing refinement of the provision.

The school’s outreach work has also strengthened inclusion capacity across the wider system. Through coaching, modelling and collaborative problem-solving, schools receiving outreach support report improved staff confidence, stronger classroom practice and greater ability to maintain pupils successfully within mainstream settings. Several schools have subsequently embedded sensory regulation approaches, communication supports and autism-friendly classroom adaptations following outreach involvement. The work has also strengthened professional networks between schools, contributing to a more collaborative and sustainable approach to inclusion across Westminster.

Qualitative feedback from families has highlighted the importance of feeling listened to, understood and supported at an early stage. Parents consistently report reductions in isolation and anxiety alongside improvements in communication, confidence and relationships with school.

The work has now attracted wider strategic interest across Westminster and RBKC. Hallfield has been invited to share practice through borough networks, LiiA forums and cross-setting collaboration opportunities, supporting wider dissemination and scalability across London.

Resource Implications

The implementation of this model has required a combination of staffing, therapeutic partnership, training and capital investment.

Resources have included commissioned speech and language therapy, occupational therapy and educational psychology support, alongside investment in specialist staffing, professional development and adaptive learning environments. Time has also been allocated for staff coaching, outreach work, multi-agency collaboration and joint quality assurance activity.

The physical environment has been carefully adapted to support communication, sensory regulation and structured learning, including calming spaces, visual systems and specialist resources. High Needs Capital Funding has also supported the ongoing expansion of the provision into a full primary pathway.

Importantly, the model has been designed around sustainability and long-term cost effectiveness. Many strategies developed within the SRP are now embedded within universal classroom practice, reducing reliance on expensive individualised intervention models. Staff development has increased in-house expertise and reduced dependency on external support over time.

The approach has also generated wider system benefits through reduced pressure on high-cost specialist placements and transport. Outreach support further strengthens mainstream inclusion capacity across other schools, creating a multiplier effect beyond Hallfield itself.

Partnership working has been essential in maximising resources effectively. Collaboration between the school, local authority, health professionals and specialist settings has enabled expertise, training and practice to be shared across the wider system in a coordinated and financially sustainable way.

Voice

Family voice is central to the development and ongoing evaluation of our provision. Parents and carers are viewed as equal partners and their feedback has shaped both practice and provision development.

One parent reflected:

“Before coming to Hallfield, we felt completely overwhelmed and unsure where to turn. For the first time, people understood our child and helped us understand him too.”

Another parent commented:

“The support was not just for my child — it was for our whole family. We learned strategies that helped at home and finally felt listened to.”

Families frequently describe the value of early intervention and the positive impact of consistent communication between home and school. Parents report increased confidence in supporting their children’s communication, emotional regulation and independence following workshops and practical guidance sessions.

One family shared:

“We used to dread mornings because our child found transitions impossible. The routines and visual supports introduced by the school changed everything for us.”

Parents have also highlighted the importance of the school’s inclusive ethos and the sense that their children are genuinely welcomed within a mainstream community.

A parent of a child accessing outreach support stated:

“The outreach support helped my child stay in their school. Staff understood autism better and small changes made a huge difference.”

Feedback from professionals working alongside the provision has similarly recognised the strength of partnership working and the consistency of inclusive practice. School staff involved in outreach programmes described increased confidence in meeting needs within mainstream classrooms and a stronger understanding of adaptive teaching approaches.

The voices of children are gathered through observation, communication profiling, interaction and close partnership with families. For many children, progress is seen through increased communication, engagement, independence and emotional regulation.

Overview

The Nest is a specialist pre-verbal provision established within a one-form-entry mainstream primary school in inner London. The school currently supports 47 Children and Young People (CYP) with Education, Health, and Care Plans (EHCPs), representing 21% of the demographic. This is 15.7% above the national average (DfE, 2025). A further 24% of children are identified as Special Educational Need and/or Disability (SEND) support, resulting in 45% of CYP recorded on the SEND register. High levels of socio-economic disadvantage are also evident, with 67% of CYP eligible for Free School Meals (FSM).

 In addition, 22% of CYP belong to the Irish Traveller community. Increasing levels of complex needs relating to Autism Spectrum Condition, communication and interaction, emotional regulation, and sensory processing created challenges for inclusion within the mainstream environment. The Senior Leadership Team (SLT) identified a widening gap between existing mainstream provision and the developmental, relational, and sensory needs of CYP with complex SEND profiles. An increasing number of CYP were pre-verbal or working at early developmental stages of communication, resulting in reduced engagement in learning. Many CYP were being considered for specialist placements or experiencing difficulty participating within mainstream provision due to dysregulation, sensory overload, and communication differences.

Although the school hosts a specialist additional resourced provision for CYP with social, emotional and mental health needs, no equivalent specialist pathway exists for autistic learners, who account for 23% of the school population. As a result, leaders recognised that traditional mainstream structures were not meeting the needs of this cohort. The development of The Nest therefore reflected a shift towards a relational and transactional understanding of inclusion in which the environment, communication approaches, and adult interactions are adapted responsively around the child. Rather than expecting CYP to adapt to existing systems, the provision was designed to reduce barriers to participation, strengthen engagement, and foster a sense of belonging within the school community.

Initially established to support nine CYP requiring full‑time specialist provision, The Nest currently supports eleven CYP across mixed primary-age phases, facilitated by a team of four adults. Projected need is expected to increase to sixteen pupils in the following academic year. The provision is underpinned by the Social Communication, Emotional Regulation, and Transactional Support (SCERTS) Framework and a child-centred approach, recognising that CYP require support to develop co-regulation, joint attention, and communicative intent prior to sustained engagement in formal learning. Practice prioritises predictability and co-regulation through visual communication systems, sensory-informed approaches, and individualised learning pathways aligned to CYP’s developmental profiles rather than chronological expectations. Learning experiences are scaffolded to develop communication, engagement, emotional regulation, and social interaction, creating foundations for participation within the provision and the wider school environment.

Evaluation across the academic year identified the need for clearer progression pathways between specialist and mainstream environments. In response, the school developed a SCERTS-informed pathway and is expanding specialist provision at Key Stage 2 (KS2) to strengthen inclusive practice and respond to increasing levels of need within the mainstream setting.

Strategy

A key priority in the development of The Nest was creating a low-arousal, communication-friendly environment designed to reduce barriers associated with sensory processing and emotional regulation. Following evaluation of the original provision model, leaders identified that an open-ended continuous provision approach created environmental demand, resulting in reduced engagement for CYP. The provision underwent redevelopment under the strategic leadership of the headteacher and Special Educational Needs and/or Disability Coordinator (SENDCo). The provision now operates across three learning environments: a main classroom, a sensory and messy-play room, and an outdoor learning space. CYP transition between these spaces in small groups organised according to communication and regulation needs, within ratios of 1:3 or 1:4. This carousel structure enabled more responsive adult interaction and individualised support. Working in smaller groups reduced environmental demand and enabled practitioners to respond to CYP’s communication, sensory, and regulation needs. Within the main classroom, learning areas are intentionally structured and visually defined, including spaces for writing, mathematics, construction, fine-motor development, reading, and a home-corner. Sensory play and snack activities are purposefully located within a separate space to maintain clear environmental boundaries and minimise sensory overload. Consistent routines, predictable structures, and reduced environmental load are embedded throughout the provision to support engagement and regulation.

Transactional supports are embedded across all learning spaces, reflecting the understanding that communication and regulation develop through interaction with the environment and those within it. Environmental structure, sensory adaptations, and adult interactions are designed to scaffold participation and reduce barriers to engagement. These supports include visual timetables, core boards, choice boards, timers, countdowns, visual prompts, transition songs, and reduced-language approaches used to prepare CYP for changes in activities and routines. Practitioners use intensive interaction, co-regulation, attuned responses, and low-arousal practice to support engagement and joint attention.

To strengthen implementation, practitioners collaborated with Speech and Language Therapy (SALT) and Occupational Therapy (OT). A structured implementation plan, including a weekly work log, was developed by the SLT to support consistency, accountability, and implementation across the provision. SALT and OT professionals, alongside the SLT, completed environmental audits and modelled strategies including intensive interaction, reduced-language approaches, and the use of red and green task boards. Reflective practice was strengthened through video observation, professional dialogue, and weekly coaching. This collaborative approach supported fidelity of implementation and strengthened practitioner confidence in applying therapeutic recommendations within everyday practice.

Assessment and curriculum pathways were strengthened through implementation of the SCERTS Framework and Verbo screening tools to identify speech, language and communication needs. This informed provision mapping, One Page Profiles, individual outcomes, and personalised teaching strategies that reflected CYP’s developmental profiles. Curriculum delivery incorporated structured physical activities, Write Dance, pre-writing development, and targeted sensory experiences designed to support engagement, co-regulation, and learning readiness. Weekly coaching and planning meetings between the SENDCo and provision lead strengthened curriculum implementation, staff confidence, and consistency. Together, these approaches established a consistent, developmentally informed provision, with assessment, curriculum design, and classroom practice closely aligned to individual needs.

Outcomes

Qualitative and quantitative evidence indicated a positive impact on emotional regulation, communication, and pupil engagement. Staff observations, ABC charts, and provision reviews demonstrated reductions in dysregulated behaviour, distressed responses to transitions, and sensory overwhelm across the school day. Increased structure and predictability through routines, visual timetables, and transactional supports contributed to improved regulation and transitions. Practitioners reported improved readiness for learning, greater participation in structured activities, and increased confidence within familiar routines. CYP were increasingly initiating interaction, seeking support from trusted adults, and engaging alongside peers throughout the school day. For several CYP, this represented a significant shift from previous patterns of withdrawal and dysregulation.

The implementation of the SCERTS Framework strengthened assessment processes across the provision. Previously, progress was monitored through the Early Years Developmental Journal; however, small-step progress in communication, interaction, engagement, and regulation was difficult to evidence. The SCERTS assessment pathways enabled practitioners to identify and track progression with greater precision across areas including joint attention, reciprocal interaction, communicative intent, emotional regulation, mutual regulation, and symbol use. This strengthened alignment between assessment, provision, and developmental need, enabling responsive curriculum planning and individualised support. Assessment data evidenced increased shared attention, stronger responses to interaction, and greater participation in reciprocal exchanges.

CYP made progress in initiating interaction, making choices, requesting help, and following visual and gestural cues. Several CYP, who previously relied on non-verbal communication, now independently use visuals, gestures, core boards, vocalisations, or single words to express needs and preferences. These developments reduced frustration and enabled CYP to communicate preferences, needs, and emotions with increasing independence.

 SALT and OT feedback identified a “wider and more consistent use of communication systems to support pupils to express needs and make choices” and reported that “all children have made progress with their spontaneous language and communication skills.” Therapists observed that CYP were showing stronger engagement in age‑appropriate learning, more spontaneous peer interaction, and smoother transitions between activities and spaces. 

Increased confidence was evident in unfamiliar activities, peer interactions, and routines beyond the classroom. Feedback further highlighted strong collaborative working between practitioners, therapists, and leaders, alongside greater staff confidence in implementing therapeutic recommendations.

Evaluation of the provision has informed the next phase of development through the creation of a dedicated KS2 specialist base designed to replicate and extend the existing Nest model for older CYP progressing from the SCERTS ‘Social Partner’ stage towards the ‘Language Partner’ stage. Six pupils are expected to transition into the provision next academic year. The KS2 environment will mirror the existing three-room structure, incorporating a structured classroom, a sensory and messy-play space, and an outdoor learning environment. The provision will support the development of independence, communication, and participation as CYP progress through KS2.

Alongside this expansion, the school is developing a SCERTS-informed progression handbook outlining graduated pathways between specialist and mainstream provision where appropriate. The handbook will support consistency of practice, strengthen transition planning, and provide a shared framework for staff, families, and external professionals. These developments reflect an ongoing commitment to relational and developmentally informed inclusion.

Resource Implications

The establishment and development of The Nest required significant investment in staffing, environmental adaptation, specialist training, and multi-agency collaboration. Existing school spaces were redesigned to create three distinct low-arousal learning environments: a structured classroom, a sensory and messy-play room, and an outdoor learning space. Resources were carefully selected to support communication, participation, and sensory regulation, creating environments that reduced barriers to engagement and learning. Specialist input formed an important component of implementation. Collaboration with SALT and OT services informed environmental audits, modelling of evidence-informed strategies, reflective practice, and staff coaching.

Staff development was prioritised through weekly coaching, collaborative planning, and implementation monitoring led by the SENDCo and headteacher. Verbo screening tools and SCERTS assessment pathways strengthened identification, assessment, and curriculum planning processes across the provision.

Although resource intensive, the development of The Nest has strengthened the school’s long-term inclusive capacity and reduced reliance on immediate external specialist placements. The provision demonstrates how specialist expertise can be embedded within a mainstream setting whilst enabling CYP with complex SEND needs to remain connected to their peers, familiar adults, and school community. A key learning from this work has been the importance of aligning assessment, curriculum, the environment, and adult practice around developmental needs. Investment in coaching, reflective practice, and multi-agency collaboration was critical in establishing consistency and sustaining change across the provision.

Voice

Family voice has played a central role in evaluating the impact of The Nest and informing ongoing provision development. Parent feedback highlighted improvements in CYP’s communication, emotional wellbeing, engagement in learning, and confidence within school routines and relationships.

Feedback collected during the 2025-2026 academic year demonstrated positive parental perceptions of the provision, with 100% of parents reporting that they were either “very satisfied” or “satisfied” with The Nest. Similarly, all families described their overall experience as either “very positive” or “positive” and indicated that they would recommend the provision to other families. Parents most frequently identified communication, emotional regulation, engagement in learning, successful transitions, and increased independence as areas of improvement. Parents reported developments in social interaction, confidence, and CYP’s sense of security within familiar routines.

Qualitative feedback reflected the significance of the structured, low-arousal environment and relational practice embedded within the provision. Families identified “having a good structure”, “different spaces”, and “having support from the teachers” as key strengths of The Nest. One parent explained that “having fewer children in one class helped my child feel less overwhelmed and improved her concentration,” highlighting the positive impact of reduced environmental demand and smaller-group learning approaches.

Parents also described meaningful developmental changes across the academic year. One family reported that their child was “coming on very well with their communication and learning,” while another observed that their child had become “more active, more social.” Additional feedback identified CYP becoming “more vocal at home”, “settling well in the classroom”, and “able to sit longer during tasks,” alongside developing understanding of routines and improved social skills and communication. Several families described their children as appearing happier, more settled, and increasingly confident in school.

Home-school communication was also viewed positively, with all parents reporting it to be either “effective” or “very effective.” This reflected the importance of collaborative partnerships between families and practitioners in supporting consistency, trust, and shared understanding of need.

Although many CYP within the provision are pre-verbal or operating at early developmental stages of communication, pupil voice has been captured through supported communication approaches, observation, visuals, and interaction-based feedback. Staff observations identified increased initiation of interaction, independent use of communication systems, stronger peer engagement, and greater confidence within familiar routines and environments. These developments reflect an ongoing commitment to relational and developmentally informed inclusion and to strengthening belonging for CYP with complex SEND needs within their mainstream school community.

Overview

Lewisham has seen an increase of the number of students who had a primary need of SLD and even with expanded capacity in its specialist SLD school, there was a number of students who met the profile for the provision but there was not the capacity.  Therefore, this profile of learner was remaining in mainstream primary education.  The majority of Lewisham mainstream primary schools have created small specialist classes, ‘hubs’, with individualised tailored curriculums but needed specialist support to ensure positive outcomes for their SLD learners.

Therefore, Watergate SLD/PMLD Special School was commissioned to undertake some outreach work into named schools who were reporting high numbers of SLD learners unable to access the curriculum, and a holding a high number of emergency annual reviews seeking alternative placement. The schools were identified by the local authority and a package of proposed support was offered to the Headteachers and SENCOs of 8 local primary schools. The offer included visits to Watergate to see strategies implemented, an offer of training in the learning needs of pupils with an SLD profile, communication supports and overall classroom structure with an emphasis on maximising inclusion opportunities. At a basic level, the focus was on increasing the amount of time that pupils attended school and their access to high quality learning opportunities.

Schools were given the opportunity to work closely with a named teacher at Watergate to develop their practice. School Leaders from Watergate and the mainstream provision worked together to ensure that the focus of the work was on inclusion rather than finding alternative provision. For some schools this meant a focus on specific pupils, whereas others had a focus on a whole school approach. The outreach leaders at Watergate held an initial meeting with each school and a mid-way review to ascertain requirements  and what their next steps would be, and to create a support package/plan.

The named teacher for Watergate was able to offer time working alongside the relevant professionals in the mainstream schools to model good practice and deliver incidental training opportunities as situations arose, team teaching, and sharing of resources. Schools were invited to join staff meetings and trainings at Watergate School, as well as being offered relevant bespoke CPD.

Strategy

After an initial meeting with each school, an observation visit was carried out by 2 members of Watergate staff, followed by a discussion with the headteacher and/or the SENCo of each school to develop an implementation plan. This was shared via email and was agreed by each school before work was carried out. All schools were invited to visit a named class at Watergate School to observe good practice before any work was done in the mainstream classes.

Training was delivered in schools on topics such as sensory circuits, what learning looks like for SLD learners, Intensive Interaction and communication supports, and engagement for learning. Watergate staff then worked alongside mainstream colleagues to implement this training in their own settings, alongside further visits to Watergate to embed the context. All support was followed up with an email so that progress could be tracked by both parties and next steps agreed. Team teaching support was gradually withdrawn over the course of 4 sessions to become more of a mentoring/coaching role in order for mainstream staff to feel empowered to carry out learnt strategies.

Any specific resources needed were shared either via email or created and taken to the school ready for the next visit. Mainstream staff were able to email their link teacher at any point to clarify specific issues or ask for advice.

Specific input was given to each school around identifying what the profile of a pupil with SLD would look like and this enabled schools to gain clarity on the advice they were seeking and which strategies they were being taught were appropriate to implement. Of importance to us was avoiding a one size fits all approach to SLD learners and to treat each child in the mainstream setting in the same way as we do children in our own school. Although there were some fundamentals on which to build good practice, ensuring bespoke support helped mainstream staff to recognise and celebrate progress.

From the outreach work, it became obvious that there was an inconsistent understanding from the mainstream schools of the profile of a learner with SLD.  Evidence was gathered from the outreach provided by Watergate School, and this was presented to the Local Authority, who in turn invited the outreach lead to present their findings to the wider Primary SENCO Forum.  This was delivered with associated CPD on SLD learners and case studies on the levels of presentation across differing year groups across the primary phases.  Videos were shown of learners from Watergate to demonstrate the profile of the children with SLD and the associated curriculums that the children required to ensure that they had positive outcomes.

Outcomes

In school A, 2 children who were attending on a greatly reduced placement (1 – 2 hours per day) were attending full time by the end of the intervention. Mainstream staff reported feeling much more positive about their ability to meet the needs of the SLD children in their class, particularly following training on what learning looks like for SLD pupils and visits to Watergate.

School B reported initially that they had in excess of 30 SLD learners across the school and that the situation was unmanageable. On completion of the work they acknowledged that they had 4 SLD learners and that they felt confident in meeting their needs, whilst identifying that they would appreciate continuing the opportunity of working with Watergate should they be given the opportunity, and that they would focus on including these children in activities with their mainstream peers as their next step. All of their SLD learners progressed from part time to full time timetables.

School C looked at the environmental factors across the school and with reduced environmental overwhelm they increased the opportunities for specific individuals to access activities in their mainstream classroom with additional reasonable adjustments in place.

School D had a completely individualised curriculum for all 9 children that accesses their small class specialist provision, as the class team felt that all children were on a different pathway and could never work together. This was becoming overwhelming for the class teacher.  With the staff visiting Watergate and support in the classroom from the outreach teacher, there became a realisation that there were definitely opportunities throughout the day when the children could come together for some social group learning opportunities. This benefitted the social skills for the children as well as the wellbeing of the class teacher. 

In every school there has been a shift in their thinking about the appropriate placement for the child.  In almost all cases, the schools that were supported, they had stated that they were unable to meet needs at annual review or at point of consultation, due to mainstream provision not being an appropriate environment for the SLD learner and in turn this would create an increase in pressure of the sufficient education of others. However, in subsequent annual reviews, after the support had been implemented, all schools felt that they could continue to meet the needs of at least one learner that previously stated that they could not meet needs. In the case of two of the schools this was increased to six learners.

Overall, there was an increased sense of optimism and a “can do” attitude amongst the schools. This was particularly noticeable in the school who fully engaged with the support offer and accessed all training opportunities. Subsequently, Watergate has been approached by other schools who would like a similar level of support in order to meet the needs of the SLD learners in their settings.

Resource Implications

This is difficult to quantify, as it depended on the individual needs of the school.  However, the minimum offer was:

• An initial meeting from a member of SLT from Watergate with the SLT from each of the 8 mainstream settings.
• 4 supportive/training visits from a SLT/MLT from Watergate School to each mainstream school.
• All relevant staff from the mainstream school was paired with a teacher from Watergate School and offered a minimum of 2 visits to Watergate to work in a SLD classroom in a special school.
• Plus, training from Watergate in each of the mainstream school.
  Opportunity for mainstream school staff to access CPD at Watergate alongside the staff from Watergate School.

Voice

During this work, there has been no direct work with families.  However, via the annual review process, feedback has been that some families have been happy that their child’s mainstream school will ensure that their child can continue their education within the setting.  In other incidences families have not wanted mainstream provision and only specialist.  Again, through annual reviews, there has been an increase in progress towards outcomes on EHC plans, due to the outreach work from Watergate.

All schools have stated that they have felt very well supported by the outreach work and can see the positive impact on the class team and children.  All eight schools would really appreciate the support to continue, especially the training opportunities and access to CPD at Watergate.

Due to the presentation at the SENCO Forum, there is now a shared understanding across the Local Authority on the profile of a SLD learner and those children who are educated at Watergate School. 

Overview

Since December 2025, we have been moving towards our school becoming a hybrid of special and mainstream provision. We currently have four units: two for Speech and Language and two for Autism. We have also set up two of our own SRP-style groups to cater for a range of needs, including SEMH and ADHD.

To ensure every child experiences success, we are beginning to ensure that our curriculum extends beyond traditional national requirements to offer meaningful, real-world opportunities that spark future hobbies and possible career pathways.

Our journey toward a more inclusive curriculum began four years ago when we introduced chess to two of our classes. Rooted in research, this was implemented to support our pupils with SEMH needs by cultivating vital skills like focus, cooperation, and turn-taking.

This year marks an exciting expansion of that vision: we have introduced horticulture for all children and cookery for selected classes. Both subjects are delivered by passionate professionals who possess the unique ability to inspire, motivate, and include every child. In tandem, we have enriched our music offer, integrating music therapy to reach more children and transforming how we teach the national curriculum into a deeply creative and engaging experience.

Strategy

1. Strategic Intent: Inclusive and Future-Focused Learning

The core strategy of this curriculum model is to move beyond the constraints of the standard national curriculum. By introducing targeted, experiential learning, the project ensures that every child—regardless of their learning needs—experiences personal success, discovers lifelong hobbies, and explores viable future career pathways.

2. Targeted Intervention for SEMH and SEND Support

A foundational strategy of this project is using specialised activities to support Social, Emotional, and Mental Health (SEMH) needs and neurodivergent pupils (specifically within our autism provisions).

Activity – Chess Instruction: Initiated four years ago across two classes, chess is used as a research-backed tool to develop critical cognitive and social skills, including focus, cooperation, and turn-taking.

Activity – Music Therapy: Broadened music provision to integrate targeted therapy sessions. This allows children within our autism units to successfully communicate, follow instructions, and express themselves through a creative, accessible medium.

3. Experiential and Sensory Enrichment

To foster engagement and motivation, the curriculum incorporates hands-on, practical subjects that stimulate real-world curiosity and support physical and emotional well-being.

Activity – Horticulture: Introduced this year for all children, utilising the school allotment. This provides a rich sensory environment where pupils grow plants and food from seed to plate, offering a vital gateway for autistic children with highly restrictive diets to explore new tastes.

Activity – Cookery: Delivered to select year groups, teaching vital life skills (such as baking) and encouraging independence and tactile exploration.

4. Community Integration and Excellence

The project strategy aims to bridge the gap between school, home, and the wider community, transforming individual skills into shared social experiences.

Activity – Inter-School Tournaments: Transitioning chess from a classroom activity to a competitive pursuit, culminating this year in hosting the inaugural Enfield Chess Tournament alongside nine neighbouring schools.

Activity – Generational Bridging: Encouraging pupils to take their skills home, fostering community and family links by playing chess with parents and grandparents.

5. Specialist Resource Allocation

The delivery strategy prioritises human capital over physical infrastructure, ensuring the curriculum is sustainable, high-quality, and deeply impactful.

Activity – Expert Staffing: Recruiting passionate, knowledgeable subject specialists capable of differentiating their approach—offering rigorous challenge for developing skills while ensuring safe, sensory exploration for vulnerable learners.

Activity – Material Provision: Budgeting for essential, foundational resources (soil, plants, ingredients, and additional musical instruments) to fully equip staff and maximise student engagement.

Outcomes

We are already seeing the transformative impact of opening up these new experiences for our children. Our chess initiative has come full circle; not only are pupils competing externally, but the game has bridged generational gaps, with many children now playing with parents and grandparents at home. This year, our journey reaches a major milestone as we host the first-ever Enfield Chess Tournament, bringing nine local schools together. For our newer enrichment activities, while formal data is still emerging, the daily impact on student well-being is unmistakable. The school allotment is flourishing, offering a unique opportunity for our autistic pupils to interact with food from seed to plate—a vital step in encouraging those with highly restricted diets to explore new tastes in a safe, sensory environment.

Similarly, children in our autism units are thriving; through music therapy, they are finding new avenues to communicate and follow instructions, while across other sessions, they have proudly baked their first recipes. We may not yet have a spreadsheet of quantifiable outcomes for this year, but we have something far more valuable: engaged, happy, and motivated pupils.

Resource Implications

The most critical resource implication for our curriculum model is not physical infrastructure, but our people. To deliver on our vision, we must prioritise finding and retaining staff who are not only subject experts but are deeply passionate about making their fields accessible to every child. The right professionals possess the unique ability to make learning entirely inclusive—knowing precisely how to stretch and challenge pupils who are rapidly developing their skills, while expertly guiding our more vulnerable learners towards meaningful engagement and exploration.

Alongside this investment in staffing, there have been some modest capital outlays to equip our professionals with the essential physical resources required for delivery, including soil and plants for the allotment, fresh ingredients for cookery, and additional musical instruments.

Voice

While we are yet to formally review these initiatives with our children and families, early feedback from the delivery team has been incredibly positive, with our specialist partners using social media to highlight the immediate impact of the programme. For instance, our visiting baking professional shared their enthusiasm online, noting:

“I believe baking should be accessible for every child, building skills one step at a time, not all at once. This partnership with Suffolks Primary lets me do exactly that: supporting curriculum learning for mainstream pupils AND creating inclusive baking experiences for children with additional needs.”

Similarly, our horticulture partners captured the high levels of student engagement during their initial sessions, sharing:

“We had an amazing time at Suffolks Primary today! So many seeds were sown and plants put into the ground. We tasted fresh chives and pea shoots, and sprinkled countless poppy seeds along the way. One of the children even said they wished it could last five hours instead of just one — which says it all!”

These external perspectives reinforce our early observations, demonstrating that the curriculum is not only meeting its inclusive aims but is already fostering a genuine passion for learning among the pupils.

Overview

SHARP is a student-led deaf inclusion initiative developed within the Deaf Support Base at The Excelsior Academy to improve accessibility, deaf awareness, and inclusive classroom practice. The initiative was created by deaf students who identified that deaf awareness across the school was inconsistent and often limited to awareness weeks rather than embedded in daily practice. Students felt their needs were not always recognised, impacting confidence, belonging, and participation.

The students designed the acronym SHARP to provide a clear and memorable framework for inclusive communication strategies:

Speak clearly at a normal pace

• Have you put the subtitles on?
• Adapt teaching if necessary
• Repeat all contributions
• Pick me, I have ideas too

The initiative aligned with existing whole-school behaviour frameworks and was embedded through leadership endorsement, staff training, visual displays, and student empowerment strategies. SHARP cards and posters were introduced across the school to support real-time classroom adjustments and encourage self-advocacy among deaf students.

The practice promoted inclusive teaching approaches benefiting deaf learners while also increasing awareness and understanding amongst staff and peers. SHARP has become part of the school culture and demonstrates how student voice can shape sustainable and meaningful inclusion.

Strategy

The implementation of SHARP combined student leadership, staff development, and whole-school awareness strategies. Deaf students worked collaboratively to develop the acronym and identify practical adjustments that would improve classroom accessibility. They then presented the initiative to the Senior Leadership Team to gain support and approval for school-wide implementation.

Key activities included:

• Student presentations to senior leaders and staff explaining the purpose and importance of SHARP.
• Whole-staff awareness training delivered during staff briefings.
• Creation and display of SHARP posters throughout the school environment.
• Introduction of SHARP prompt cards for deaf students to use within lessons.
• Support from the Qualified Teacher of Deaf Children and Young People (QTOD) to embed consistent practice.
• Ongoing promotion of deaf awareness through student-led discussions and modelling inclusive practice.

The initiative used a both top-down and bottom-up approach. Senior leaders endorsed SHARP while students actively led awareness and implementation. This ensured ownership across the school community.

Strategies focused on simple, sustainable adjustments that could easily be adopted by staff, such as repeating peer contributions, checking subtitles, and adapting communication styles. The approach also empowered deaf students to advocate for their needs confidently and independently.

Outcomes

The implementation of SHARP has resulted in improved awareness, accessibility, and inclusion across the school community. Staff demonstrated increased confidence in supporting deaf learners and greater consistency in using inclusive classroom strategies. Teachers became more aware of the importance of audiology equipment, subtitles, and adapting communication to ensure equal access to learning.

Positive outcomes for deaf students included:

Increased confidence and self-esteem.

• Greater sense of belonging within the school community.
• Improved participation during lessons.
• Enhanced self-advocacy skills.
• Increased peer understanding and support.

A significant impact was seen in peer awareness. Deaf students reported classmates reminding teachers when microphones were not switched on and showing greater understanding of communication needs.

The initiative also strengthened student voice by demonstrating that deaf students could lead meaningful change within their school environment. SHARP created a visible and lasting legacy of inclusion that extended beyond temporary awareness campaigns.

Feedback from parents, professionals, and school staff has been positive, with SHARP recognised as a practical and replicable model for embedding inclusive practice in mainstream settings.

Resource Implications

SHARP was designed as a low-cost and sustainable initiative that could be embedded within existing school systems. Financial implications were minimal, primarily involving the design and printing of posters and SHARP cards used by students and staff.

Key resources required included:

• Time for student collaboration and development of the acronym.
• Staff briefing sessions to introduce SHARP and deaf awareness strategies.
• Printing and display of visual materials across the school.
• Ongoing support from the Qualified Teacher of Deaf Children and Young People (QTOD).

The initiative built upon already established school behaviour frameworks, making implementation straightforward and reducing the need for additional training programmes or specialist resources. Existing audiology equipment and accessibility tools were reinforced through improved staff understanding and consistency of use.

Staffing implications were minimal as SHARP was integrated into routine practice rather than requiring additional personnel. The project benefited significantly from collaboration between students, teaching staff, senior leaders, and specialist professionals within the Deaf Support Base.

The adaptable nature of SHARP means it can be replicated in other schools and educational settings with limited financial investment, making it a highly cost-effective model for promoting inclusive practice and student-led change.

Voice

Student voice was central to the development, implementation, and success of SHARP. Deaf students identified a need for more consistent deaf awareness and accessible practice throughout the school. They described feeling that awareness was often temporary and that their needs were not always fully recognised in everyday classroom experiences.

The students wanted future deaf learners to experience a stronger sense of inclusion and belonging. Their involvement in creating SHARP gave them ownership, confidence, and a platform to advocate for meaningful change. Through presenting to senior leaders, training staff, and introducing SHARP to peers, students became active leaders within their school community.

One student reflected that SHARP was “a life changer and a miracle” and expressed pride in leaving a lasting legacy for future deaf students. Another student explained that since Year 7 they had wanted to create something that reflected deaf identity and experience, and that seeing SHARP established across the school brought a sense of achievement and joy.

Students also described the emotional impact of seeing peers advocate for them in lessons, such as classmates reminding teachers to switch on microphones. These experiences demonstrated increased awareness, understanding, and allyship from hearing peers.

Families and professionals responded positively to SHARP, recognising the increased confidence and self-esteem shown by deaf students. Parents valued the school’s commitment to embedding deaf awareness into everyday practice rather than limiting it to isolated events. Professionals involved with the Deaf Support Base viewed SHARP as an innovative and sustainable model of student-led inclusion.

The initiative highlighted the importance of listening to young people and recognising them as experts in their own lived experience. By acting on student voice, the school created meaningful, visible, and lasting change that improved accessibility, participation, and emotional wellbeing for deaf learners.