Overview

Our project has had a transformative impact on pupils with complex needs and EHCP’s, celebrating real progress across the school. By embedding the principles of PINS, Trauma‑Informed Practice and ELSEC approaches, staff created a learning environment where neurodiverse pupils feel understood, supported and able to thrive. This has been achieved through regular staff training a strong leadership team with inclusive culture being championed and a dedicated workforce who are committed to serving our community and championing every child,  through highly effective Adaptive Teaching, tailored planning for minimally verbal pupils, and consistent communication strategies such as core boards and language modelling, teachers have delivered truly inclusive learning.

The introduction of the Hand–Brain Model and Window of Tolerance—brought to life through a pupil‑led poster competition—has strengthened emotional regulation and enriched our relational behaviour culture. The school has now earned a nomination for the Regional Alex TIMPSON award in Barnet for the South East Primary Section.

 The impact has been fantastic to see. Several Year 1 pupils with complex needs have made accelerated progress in Maths and Speaking , with some now working confidently within National Curriculum levels, making accelerated progress. Learning through play, communication‑rich routines and predictable structures have empowered pupils to achieve strong Teaching  expectations. This project has not only improved outcomes—it has strengthened our whole‑school identity as a community that celebrates neurodiversity and champions every learner. The school continues to lead others in the borough , sharing practice.

Strategy

Planning at the half-termly phase with strong adaptations for learning for full inclusion of pupils with very complex needs. Staff training dedicated to looking at needs and planning the Phase Subject leaders developing medium-term plan to incorporate the Engagement model, ICE pupils in Years 1 and Year 2. The use of widgets has been tailored carefully not to overload pupils, following the rule of 4 to 6. This has been complemented by the use of colourful semantics, which has led to observable improvements in independence for SEN support pupils and some EHCP pupils. Whole school culture looking at the quality of activities matched to pupil needs. Many high needs and complex pupils need daily repetition of learning with new resources being added for ‘Awe and wonder’. Minimally verbal pupils using core boards are thriving with stronger communication skills, which was born from the communication audit in PINS 1. Allowing other high needs pupils with EHCP’s to be part of the competition project to support emotional wellbeing with the Hand Brain Model and understanding the Amygdala and how flipping the lid happens has really helped pupils across the school.

Outcomes

Stronger emotional regulation among pupils with complex needs and those with special educational needs (SEN) has resulted in positive outcomes. The implementation of predictable routines has led to significant improvements in a relatively short period of time. There is now a greater understanding and tolerance level among all pupils. Stimming behaviors are more accepted in the classroom, as long as they do not become excessively loud. The improvements in math outcomes, particularly by Year 2, are clearly observable.

In Year 1, we also see noticeable progress in math, which meets the needs of minimally verbal and very complex pupils. Parents have provided positive feedback regarding these changes. Staff members are reporting successes more frequently, contributing to an overall positive atmosphere. Older pupils enjoy helping younger pupils with additional needs during lunch, demonstrating kindness and respect in these interactions. Mentorship programs have been established to nurture younger pupils through key visuals and games during lunchtime. Data indicates that some pupils with complex needs have made accelerated progress from their starting points, showing an increase in attainment. This improvement has been particularly evident in the male cohort in Year 1. Additionally, pupils struggling with speech and language have benefited from the ELSEC intervention, and many are now speaking in short sentences or even using single words or units of sound.

Resource Implications

Tactile resources for Maths – we are part of the NCTEM hub programme, trampoline, soft furnishings, outdoor areas with curiosity hooks, such as bug hotels, and a mud kitchen have helped to improve language skills and pupils’ wellbeing. Regular staff training, teaching assistants have monthly training as well as Early Years Phase training, which is essential, as much of the delivery learning for very complex and high needs pupils is dependent on adults. Teaching staff are given additional assembly release time to plan. In these meetings, they discuss planning ideas, tweaking lessons, and resource making.

Voice

Child

‘Will you play tag with me?’

 ‘I can count, I painting words with letters.  I want to dance. I like school and footballs’                   

Parent

‘My child is doing really well through tailored lesson and learning . His speech is really coming along’

Child

‘Garden time, song, sun, bye bye’

 ‘I can count, I paint  I want to dance. ’              

Parent

‘My child is so settled and happy. We are waiting for a special school but your provision is great’

Overview

Setting the Scene

MeLSA (Mediated Learning Support Approach) is a six-day training programme, developed in Bristol and embedded in Havering over the past four years, designed to strengthen inclusive teaching and learning. It addresses barriers to learning across domains including literacy, maths, memory, and executive functioning. Many pupils experience difficulty accessing the curriculum due to differences in cognition, language processing, attention, and confidence with risk-taking in learning. Grounded in Vygotskian theory and Feuerstein’s concept of mediated learning (input–elaboration–output), MeLSA supports staff to actively shape how pupils engage with, process, and demonstrate learning so that all can participate meaningfully and achieve progress.

How

MeLSA promotes inclusive practice by training school staff to use mediation as a core pedagogical approach. Practitioners learn to scaffold learning through intentional interaction at each stage: supporting how pupils take in information (input), how they process and make sense of it (elaboration), and how they express their understanding (output). Strategies include structured questioning, modelling thinking processes, breaking tasks into manageable steps, and explicitly developing metacognition and executive functioning skills.

This approach is applied flexibly across contexts, for example supporting reading comprehension, mathematical reasoning, and written expression. It enables staff to adapt teaching for diverse learners, including those with SEND or uneven cognitive profiles, without removing them from the learning context.

Supervision, facilitated by Educational Psychologists, is central in sustaining inclusive practice. It provides a space for reflective problem-solving, enabling staff to analyse learning barriers (e.g. working memory demands or planning difficulties) and refine mediation strategies. This ensures support remains responsive, individualised, and embedded within everyday classroom practice.

Impact

MeLSA has strengthened inclusive classroom practice by increasing staff capacity to understand and respond to how pupils learn. Pupils demonstrate improved independence, resilience, and engagement with challenging tasks, linked to increased confidence in taking risks within their Zone of Proximal Development. There is evidence of progress in core areas such as literacy and maths, supported by improved cognitive strategies including organisation, recall, and reasoning.

Staff report a shift from focusing on outcomes to understanding learning processes, leading to more equitable access to the curriculum. This reduces the need for withdrawal approaches and supports participation within the classroom. Families benefit from clearer insights into how to support their child’s learning processes at home.

Next Steps

Next steps include embedding mediated learning principles across whole-school teaching, curriculum design, and assessment practices. Expanding training to more staff will strengthen consistency, while improved data collection will further evidence impact on academic and cognitive outcomes. Increasing pupil voice will ensure mediation approaches continue to reflect learners’ experiences and needs.

Evolve

For others, MeLSA should be implemented as a pedagogical approach rather than a discrete intervention. High-quality training must be paired with ongoing supervision to maintain reflective, adaptive practice. Leadership commitment is key to embedding mediation within everyday teaching. Starting small, evaluating impact, and scaling gradually will support sustainable, context-responsive inclusion.

Strategy

Where MeLSA implementation has been most effective for inclusive practice there has been a coherent, strategic, commitment underpinned by strong leadership and a shared vision, both in the LA and at the school level. Senior leaders e.g., SEDNCos play a critical role in positioning MeLSA not as an isolated intervention, but as a whole-school approach to classroom and SEND support. This involves aligning MeLSA with existing priorities such as inclusion, SEND, and high-quality teaching. The next step in our thinking will be to support schools to embed MeLSA principles within school development plans and policies, including curriculum design, assessment, and pedagogy.

Central to this is the shift through the consistent use of language related to mediation, metacognition, and scaffolding which supports this cultural shift, alongside a move away from deficit-based thinking towards a ‘modifiable learning’ mindset. This reframing supports MeLSAs and wider staff to view learners as capable of change through targeted, intentional support.

Careful staff selection further strengthens implementation. Practitioners chosen for MeLSA training, such as, HLTAs, or experienced teaching assistants, should be well-positioned to influence practice across the school and act as champions of mediated learning. Clear role definition is essential, ensuring that trained staff work within classrooms alongside teachers, rather than just delivering isolated interventions, and actively share effective strategies with colleagues.

High-quality training is a key driver of success and must be explicitly linked to classroom application. The MeLSA training is contextualised within core areas such as literacy, mathematics, and executive functioning, while maintaining strong links to theoretical underpinnings, including Vygotsky’s Zone of Proximal Development and Feuerstein’s mediated learning theory. Structured opportunities for practice between sessions and reflection on real pupils enable staff to meaningfully embed learning into practice.

Ongoing supervision, facilitated by Educational Psychologists, is critical in sustaining fidelity to MeLSA principles. Supervision provides a space to collaboratively analyse barriers to learning, revisit elements of training and refine mediation strategies across the stages of input, elaboration, and output. This ongoing professional dialogue supports depth of understanding and responsive practice.

For MeLSA to have meaningful impact, it must be integrated into everyday classroom practice. Rather than being positioned as a separate programme, its strategies should enhance quality first teaching through approaches such as structured questioning, explicit modelling of thinking, and the use of scaffolds to support organisation and memory. Importantly, responsibility for mediated learning should extend beyond trained practitioners to all teaching staff.

Collaboration is therefore essential, with strong working relationships between MeLSA practitioners, teachers, SENCOs, and senior leaders. Joint planning and review meetings provide opportunities to align mediation strategies with curriculum goals and ensure consistency across contexts. Alongside this, robust monitoring and evaluation systems should be developed to evidence impact, drawing on both qualitative data (e.g. case studies, pupil voice) and quantitative measures relating to learning behaviours, cognitive processes, and academic progress.

Supporting pupils to understand how they learn best fosters metacognitive awareness, while sharing strategies with families helps to extend learning into the home environment. Finally, sustainability is achieved through building internal capacity, including training additional staff and developing professional learning communities, enabling MeLSA to move from targeted support towards embedded, universal classroom practice.

Outcomes

Based on the Teaching Assistant Self-Efficacy Scale, using the ‘Learning Support’ subscales of the Teaching Assistant Efficacy Scale (TEAS), which uses a 6-point Likert scale ranging from strongly agree to strongly disagree, this initial cohort of MeLSAs generally moved from feeling they “somewhat agreed” they could help students improve their academic achievements to “agreeing” they could.

This was the biggest area of shift, with their belief that they could help students enjoy classroom learning following closely behind. The small shift may be best explained by the fact that data was collected pre- and post-training, before MeLSA had time to embed practice.
Whilst the shift was low, with no more than a single point movement on the scale, the data suggests:

100% of respondents who had been practising between 2 and 4 years reported that they strongly agreed that they could help students concentrate on classroom learning.

• 95% felt they could get through to the most difficult students.
• 95% felt they could make students enjoy classroom learning.
• 95% felt they could support motivation in the classroom.
• 100% felt they could create positive shifts in mindset in the classroom.
• 100% felt they could improve concentration in the classroom.

To account for the small shift and the assumptions regarding why this may be, longitudinal data was collected from a sample of some of our more established MeLSAs (n=6) using an internally designed questionnaire. 100% of established MeLSAs reported the following:

• I can better respond to difficult questions from my students.
• I can better provide an alternative explanation or example when students are confused.
• I can adjust my input to the appropriate level for individual students more effectively.
• I can better recognise which students have fully grasped the material.
• I can better use a variety of strategies to measure progress.

81.4%, when looking back, saw the training as relevant or extremely relevant to their practice. It has also been attributed to an increase in job satisfaction, efficiency, and confidence, with 91% of existing MeLSAs stating they would give the course 9/10 and recommend it to others.

(This longitudinal data is still being collected, so figures are subject to change.)

Resource Implications

Implementing MeLSA requires a coordinated set of strategic resources to ensure it is embedded as a sustainable, whole-school approach to inclusive learning. Central to this is human resource capacity, including two Educational Psychologists to deliver each training session (either through training leads or divided across the EP Team), a programme lead to oversee implementation, administrative support for coordination and communication, and committed school-based practitioners who can champion and model mediated learning. Protected time is essential: staff must be released to attend the six-day training, engage in between-session practice, attend and host half termly  supervision, and collaborate with colleagues to embed strategies in classroom teaching. Schools also need time for pre- and post-intervention assessment, data analysis, and ongoing review to evidence impact.

Practical resources include a suitable training space, structured MeLSA materials, and tools to support mediation (e.g. visual scaffolds, metacognitive prompts, and task organisers). Systems and infrastructure are needed to manage bookings, advertising, and communication, alongside data systems to monitor pupil progress and fidelity of implementation. Crucially, regular supervision structures, supported by EP time, enable reflective practice, problem-solving, and adaptation of mediation strategies.

At a strategic level, buy-in from both the Educational Psychology Service and schools is critical, particularly from senior leaders, to align MeLSA with teaching, SEND, and inclusion priorities. Finally, sustainability requires investment in ongoing CPD, peer networks, and opportunities to scale practice, ensuring that mediated learning becomes embedded within everyday classroom pedagogy rather than remaining a standalone intervention.

Voice

Here are some quote from the young people who have accessed MeLSA support through direct intervention or in class support…

“I cant do this now….but with your help I can. Thank you Miss… I now understand how to get to the answer.”

“The teacher goes too fast and I cant take it all in. Having an intervention I can go at a slowly pace and understand the process better.”

“Can you work with me all the time, you really help me to understand it better.”

One learner asked ‘am I doing my word thing today?’ The learner was talking about precision teaching which shows that she was enjoying how to read words using the precision teaching grids.

When offering SATS interventions, children asked to attend. Children have said, Miss I like working with you.

Overview

Situation

Small (5 composite classes) primary school with limited human and physical resources (very small leadership team – Teaching Head Teacher and 1 day a week Assistant Head/SENCO). History of ineffective Learning Support Plans (computer generated) with poor ownership from staff and limited impact on pupil outcomes.

How 

A programme of staff training and professional dialogue to ensure high quality understanding and engagement/ownership of outcomes for each child with SEND. This resulted in a complete overhaul of LSPs including staff training relating to Graduated Approach and bespoke pupil targets. School CPD prioritises time for staff to evaluate outcomes, review progress with parents and write new targets. SENCO reviews all LSPs and advises/support staff.

Impact

increased parental engagement and both parent and child voice within LSP process. Improved outcomes – evidenced through numerical and narrative evaluation of targets. LSA as well as teacher voice included in evaluation and review cycle resulting  in increased professional curiosity and confidence in the delivery of SEN provision across our school. High engagement from SEN Governor.

Next Steps

Continued staff development, particularly for new staff and in response to new cohort of children. Increased SENCO time in recognition of developing pupil needs.

Evaluation 

Start with a culture shift to empower all staff; tailored staff training relating to needs of key children; create a school culture in which your parents feel seen, heard and included in the educational journey of their child. 

Strategy

1. High quality, bespoke SEND Staff Training (including for LSAs)
2. Invest in relationship with SEND Governor – open door approach and sharing of success and challenges
3. Ensure parents have a meaningful voice within the LSP process
4. Prioritise sufficient time for staff to write, review and discuss LSPs
5. Pro-active, hands-on SENCO supporting and challenging staff as needed
6. Ongoing leadership team monitoring of progress for children with SEND

Outcomes

Considerable increase in staff understanding, ownership and commitment to the Graduated Approach. Raised levels of professional dialogue and curiosity relating to possible barriers to learning, alongside an extended skill set which ensures improved pupil outcomes.

Parent survey and focus group feedback demonstrate positive impact. Children are able to talk about their strengths and difficulties with insight into strategies they find supportive.
Staff Feedback “Have found emotional coaching and growth mindset training valuable for thinking about and supporting challenging behaviour and how to help pupils manage when they are dysregulated.  I Feel motivated by the approach of other staff-  seeing everyone else trying, it makes me want to do that as well’

Resource Implications

• Staff time – including cover to release teachers and LSAs to attend professional meetings and work collaboratively with parents.
• Purchased  Local Authority Inclusion Team and EP Services.
• External training purchased.

Voice

Parents

‘It is incredible the difference [in my child’s learning]. He started with the reading level of a 3 year old,and since his provision – including extra reading time – he has increased this to 7 year old. He is more confident and comfortable so his behaviour has improved. The support from school has been incredible. They even arranged for him to see a play therapist following a bereavement in the family.’

‘My child was highly anxious. The school had a TA meet my child outside the school, bring him in and go through the timetable for the day, then when he was ready she’d integrate him into class. Because of all the support in Y5/6, he’s happily going in every day. The HT and AHI went to the previous school to meet SENDCo and manage the transition.’

‘They look after your child like they’re your own child. My child is no longer crying before school, she uses the zones of regulation. Teachers engage with her so much to draw her out. She has special arrangements at lunch. The teachers are always watching and constantly monitoring friendships and groups. There has been tremendous support. When we got a tutor to help with maths, the class teacher sent a list of all she’s been learning, how well she’s doing and what she can do to improve.’

‘There are quick check ins – you don’t have to make an appointment. Leadership called me and gave me an update. They helped her to attend the school journey, even getting her a bed even though she can’t stay overnight. She took part in activities I couldn’t believe she could do.’ ‘I have always felt ‘I’m not in this on my own’, since they’ve (HT and AHI) arrived.’

Overview

St Mary’s Bryanston Square CE Primary School is a one-form entry primary school in central London serving a highly diverse community with significant levels of SEND, mobility, disadvantage and English as an Additional Language. Currently, 17.8% of pupils are identified as having SEND, including 11 pupils with EHCPs, which is significantly above national averages for a school of this size. We noted difficulties in increasing levels of dysregulation, particularly following lunchtime transitions, alongside concerns that a traditional 1:1 support model was unintentionally creating pupil dependency and limiting staff capacity to deliver specialist interventions.

In response, we implemented a more mature and evidence-informed inclusive practice model, aligned with the principles outlined in the Department for Education Schools White Paper and SEND Review. The revised model moved away from broad generic support towards specialist intervention pathways designed to promote independence, communication, regulation and long-term pupil outcomes.

Support Staff (TAs/LSAs) were strategically deployed according to areas of expertise, including sensory regulation, Speech and Language interventions using Colour Semantics, occupational therapy programmes, music-based provision and social communication support. Interventions were better matched to pupil need whilst maintaining appropriate in-class support through 1:1 and 1:2 provision where required.

A key development within this model was the introduction of a daily post-lunch music intervention group for approximately eleven identified pupils with Autism, sensory processing and SEMH needs. Initially led by the SENDco and then three trained support staff, the intervention provided calm routines, sensory regulation, therapeutic musical engagement and structured transition support to prepare pupils for afternoon learning. Sensory circuits were also developed to support regulation, movement and focus for identified pupils in Years 3 and 4.

The impact of the revised provision has been significant. Between Summer 2 2025 and Spring 2 2026, around 75% of pupils on the SEND register, including pupils with EHCPs and those receiving SEN Support, made at least expected progress from their starting points. Behaviour monitoring also demonstrated a reduction in incidents of dysregulation during afternoon learning sessions, with staff reporting improved classroom readiness, engagement and emotional regulation.

Pupil voice highlights the positive impact of the interventions. Pupils described feeling “happy”, “great and calm” and “very, very, very happy”, whilst also valuing the sensory and musical resources available. Staff voice further demonstrated the success of the specialist model, with staff reporting improved clarity of role, increased consistency and stronger intervention delivery. One member of staff commented, “I find children are less dysregulated in the afternoons,” while another stated, “It is easier for me to have a focus for the afternoon rather than completing lots of different activities.”

The school continues to refine and expand this graduated approach through ongoing staff development, careful monitoring of impact and a continued focus on inclusive mainstream practice that prioritises early intervention, pupil wellbeing and equitable outcomes for children and families.

Strategy

Our inclusive practice is underpinned by a graduated, evidence-informed approach that aligns closely with the Education Endowment Foundation (EEF) ‘Special Educational Needs in Mainstream Schools’ guidance report and the principles of adaptive teaching outlined within the EEF’s ‘Five-a-Day’ approach.

A key strategic shift was moving away from a predominantly reactive 1:1 support model towards a specialist intervention pathway model designed to increase independence, improve emotional regulation and strengthen access to learning. This reflected the EEF recommendation that high quality teaching and targeted support should work together rather than relying solely on adult dependency.

We strategically deployed teaching assistants according to specialist areas of expertise, including:

• sensory regulation
• Speech and Language interventions, using Colour Semantics
• occupational therapy programmes
• music-based therapeutic provision
• social communication interventions

This enabled our support staff team to develop deeper expertise and deliver interventions with greater consistency and precision. We informed staffing deployment through assessment data, EHCP outcomes, behaviour monitoring and ongoing review of pupil wellbeing and engagement.

We also embedded several elements of the EEF ‘Five-a-Day’ principles within everyday classroom practice and intervention delivery:

1. Explicit instruction: adults modelled communication, routines and regulation strategies clearly and consistently during interventions.
2. Cognitive and metacognitive strategies: pupils were supported to recognise and manage their emotional regulation needs and transition successfully into learning.
3. Scaffolding: structured routines, visual prompts, sensory supports and adult facilitation were gradually adapted to promote increasing independence.
4. Flexible grouping: pupils accessed targeted interventions according to identified need rather than fixed labels or attainment groups.
5. Using technology: sensory resources, communication aids and music-based activities were used to enhance engagement, communication and self-regulation.

We  prioritised workforce development as a key inclusion strategy. Staff were given clearer intervention responsibilities, opportunities to develop specialist expertise and structured approaches to delivering targeted support. This reflects EEF guidance highlighting the importance of effective deployment and training of teaching assistants.

Overall, our provision combines adaptive classroom practice, targeted intervention and specialist staff deployment to reduce barriers to learning and improve outcomes for pupils with SEND within an inclusive mainstream environment.

Outcomes

The implementation of a more specialist and evidence-informed model of inclusive practice has led to measurable improvements in pupil progress, emotional regulation, engagement and staff effectiveness across the school.

Quantitative outcomes demonstrate a strong impact for pupils with SEND. Between Summer 2 2025 and Spring 2 2026, between 75%–95% of pupils on the SEND register, including pupils with EHCPs and those receiving SEN Support, made at least expected progress. This reflects the strengthened and improved access to learning and the effectiveness of interventions that are more closely matched to pupil need.

Attendance has improved for these pupils, sitting at 94.8% compared to the previous year of 93.4%, above the national for pupils with SEND of 92%. Behaviour monitoring and pastoral records also identified a reduction in incidents of dysregulation during afternoon learning sessions, particularly for pupils participating in the post-lunch music intervention and sensory circuit provision. Prior to implementation, transitions from lunchtime into afternoon learning were identified as a significant barrier for pupils with Autism, sensory processing needs and SEMH needs. Following the introduction of structured regulation interventions, staff observed improved classroom readiness, calmer transitions and increased engagement in learning.

Qualitative evidence from pupil voice further demonstrates the positive impact on wellbeing and emotional regulation. Pupils attending the music intervention described the provision positively, stating: “I feel happy” and “I feel great and calm.” Others commented on their enjoyment of the musical resources and routines, including “I like the new instruments” and “I like the current buns song and the 5 little ducks.”

Pupils participating in sensory circuits also reported positive experiences linked to regulation, movement and confidence. Comments included: “I feel very, very, very happy,” “I throw balls and push heavy objects… it makes me strong,” and “I like to climb the ladders.” These responses demonstrate increased engagement, enjoyment and positive attitudes towards school-based support.

Staff voice highlights the wider impact of the revised staffing model on consistency and intervention quality. Staff reported that grouping pupils according to need and assigning adults to specialist areas improved both delivery and outcomes. One member of staff stated, “I find children are less dysregulated in the afternoons,” while another reflected, “It is easier for me to have a focus for the afternoon rather than completing lots of different activities.” Staff leading sensory circuits also reported that the provision supports pupils’ focus and readiness for learning while remaining enjoyable and motivating for children.

The revised inclusive practice model has therefore resulted in improved pupil progress, reduced dysregulation, increased emotional wellbeing and stronger staff confidence. It has also strengthened the school’s capacity to provide targeted, preventative and sustainable support within a mainstream setting, ensuring pupils with SEND are better able to access learning and participate successfully in school life.

Resource Implications

The key considerations in this area were training, spaces for interventions and helping children transition to new arrangements.

Support staff members had specific knowledge related to their usual 1:1 or 1:2 children they supported; now working across the school with all children who required SALT or OT changed how they needed to work. Working alongside external specialists, we provided coaching and support, as well as providing access to local training. This was a cost in terms of providing cover and release time.

Additionally, space in school to carry out the interventions was important, as children need calm, low-stimulating environments where they can focus.

The use of social stories and rigid routine meant that children very quickly became familiar with the new ways of working and embraced this.

Voice

Music group Year 2 pupils:

“I like the new instruments” “and the egg shaker”
“I like the current buns song and the 5 little ducks”
“I feel happy”
“I feel great and calm”

Sensory circuits Year 3 and 4 pupils:

“I like all the equipment and toys”
“I feel very, very, very happy”
“I throw balls and push heavy objects” “it makes me strong”
“I like to climb the ladders”

For many of our children, their need is communication-based, and although they are not always able to articulate how these interventions and ways of working are supporting them, we know from their engagement and happiness that their needs are being met.

Overview

At St Mary’s we are passionate about promoting a sense of belonging for all our pupils within our school community. We promote inclusion, in all senses of the word, ensuring that work is adapted in order for all children to access appropriate learning, celebrating the strengths and talents of all children and providing extra scaffolds and extracurricular experiences to allow our pupils to reach their full potential and feel a valued part of our school. Frequent training for all staff, together with high quality resources and a caring and nurturing environment, ensure children feel regulated and supported in all they do.

Strategy

• Planning for smooth transitions across phases and working closely with other schools
• Close parent partnerships and encouraging parental engagement.
• Regular coffee morning, workshops and webinars for parents and the wider community.
  Open door policy with SENCos having direct contact with parents.
• Half-termly newsletters to share local information, school events and good practice with parents.
• Ensuring the curriculum is broad and balanced and carefully adapted to meet the needs of all children.
• A wide offering of time-bound interventions which are closely monitored and reviewed for progress.
• Ensuring pupil voice is harvested in a manner apporopriate to each child’s needs and acted upon appropriately.
• Maximising the effective use of all support staff and ensuring a robust training schedule is in place.
• Promoting neurodiversity such as ADHD, ASC and dyslexia – promoting awareness months / weeks / days in large and smaller settings.
• Being an attachment aware school we are aligned with the principles and theory of attachment and have an adapted curriculum to support CLA and PCLA.
• Ensuring close collaboration with external agencies to support and implement recommendations, such as SALT, EP, OT, Inclusion teams.
• Creating safe spaces for children with more complex needs.
• Implementing alternative curriculums for children with highly complex needs, to prepare them for life in the future.
• Training staff to deliver and teach challenging topics to children with a range of needs, through appropriate language, ie. sex education.
• Maintaining a robust and thorough SEN management platform and sharing records with parents.
• Setting realistic SMART personalised targets, closely monitoring and reviewing progress on a termly basis.
• Thorough annual audit of SEN provision to enable a reflective and adaptive process.
  Regular audit of rewards and awards to ensure that SEN pupils are fully represented.
• Concerted effort to provide wide range of opportunities for all SEN pupils to benefit from enrichment and extra curricular activities.
• All SEN pupils attend school residentials and school trips with extra provision and preparation in place as necessary.
• A thorough programme for children with SEMH needs in order that they are fully supported, for example: school counsellor, dog therapy, movement therapy.
• Close liaision with the Emotional Health Service and Mental Health in Schools team.
  Past pupils act as strong role-models and return to the school to support children with their reading.
• Reasonable adjustments are inherent within the school’s practice.
• Access arrangement for SATS are carefully considered and assessed for. Staff develop a relationship with children prior to supporting them in tests and the arrangements are part of working practice from earlier in the school year.
• Staff are sensitive to the emotional impact that having an SEN might bring and work hard to minimise any possible stigma.
• SENCOs and the school leadership team liaise closely with local authorities and SEN teams and are tenacious in ensuring the right outcomes for children and their families.
• The headteacher is a former SENCO and promotes inclusive practice, working closely with the SENCOs, being supportive of the pressures and demands of the SENCOs responsibilities.

Outcomes

We gathered quantitative and qualitative date from Pupil voice. 2024/2025 KS2 outcomes showed strong results against National data.

                      All pupils       SEN K pupils    National
Reading             96%                     80%                 74%
Writing                91%                      67%                 72%
Maths                  92%                      73%                 73%

• Lesson observations and Learning Walks evidence SEN pupils confidently engaging with their learning and interacting successfully with their peers.
• Attendance for SEN pupils is 96.3% compared to attendance for all groups, which is 96.9%. National attendance for all group in 2024/2025 was 94.8%.
• 52% of SEN children attend extra-curricular activities and school-based wrap around care.
  The vast majority of SEN pupils attend school journey.
• Entry versus exit data for interventions show positive impact.
• End of Key Stage Outcomes are met for the majority of SEN pupils.
• Annual Review meetings and deadlines are tightly adhered to.
• Rigorous records are tracked closely for impact for our pupils with SEMH needs
• Case studies are in place to demonstrate individual journeys.
• Evidence of scaffolded learning in class not just withdrawal which promotes belonging.
• Evidence of adaptations in books.
• Evidence of Assess, Plan, Do, Review Cycle.
• Staff training log and the impact on classroom practice.
• Teachers accountable for the pupils in their care not just the SENCos.
• Before and after samples of pupils work.
• Annual Reviews have been developed to include an age and need appropriate presentation by the child.

Resource Implications

• Human resources
• Manipulatives
• Needs driven resources such as wobble cushions, theraputty, scooter boards and ear defenders.
• Edukey
• Training from outside agencies.
• Volunteer readers and maths support
• PTA ( FOSM) well being fund for those being considered as SEN and DA.
• Parent donations to help fund subscriptions such as Widgit and Word Shark.
• Additional EP time bought in to manage an increasing caseload.
• Resourcing safe space to manage children with complex needs.

Voice

From the 2026 pupil voice survey, 92% of children with SEN feel safe at school all the time, with 8% feeling safe some of the time and this was related to fire alarm and lockdown drills.

92% of children enjoy playtime with 8% saying they sometimes enjoy playtime.

Quotes from SEN pupils

“I like it that we include everyone. I feel safe at school.”

“I like how inviting it is. People help you around if you are new. Even when you change class, it feels welcoming.”

“It’s always so fun. I really like the school trips. I really understand the teaching. The teachers are really nice and the lessons are really fun and playful”

From the 2025 SEND parent survey

95.2% of parents agree or strongly agree that their children are happy in school, with the other 4.2% being unsure.

80.9% of parents agree or strongly agree that their children are making good progress relative to their needs, with 14.3% not knowing.

Quotes from SEN parents

“I’m truly grateful for the support and care given to my daughter — I know how much dedication, technical expertise, and financial resources it takes from the school, and I really appreciate that.”

“We have been incredibly happy with all the support given to *** since Year 3 which has made a very big difference to her progress. Both Head of SEND have been amazing and always open for discussions and dealing with any concerns I have. Can’t thank the school enough for the support and care provided for ***.”

“The children of St Mary’s in general feel a great sense of belonging and value.”