Aims of our provision for pupils with SEND

At Blowers Green Primary, our curriculum intent for learners with SEND is rooted in the principle that every child is entitled to a high‑quality, ambitious and inclusive education. Our goal is to ensure that every pupil—regardless of need—experiences equity, belonging, and meaningful access to the full curriculum, with teaching that removes barriers to engagement and progression.

Our inclusive philosophy is simple:

“Essential for some, useful for all.”

Our intent is to deliver a coherent, ambitious and sequenced curriculum that responds to each learner’s starting point, ensuring that adaptations are meaningful, purposeful and embedded across all subjects. We prioritise early identification of need and use carefully planned pathways so that SEND learners experience equity, belonging and full participation in school life.

We aim to create an environment where inclusion is a lived experience, not a policy. Our curriculum removes barriers by providing accessible learning journeys, evidence‑informed scaffolding, and personalised support strategies that enable pupils with SEND to make strong progress over time. Leaders and teachers work collaboratively to ensure the curriculum is high‑quality, well‑sequenced, and reflective of the diverse needs within our community.

This should enable our learners to:

• achieve their best
• become confident individuals living fulfilling lives, and
• make a successful transition into adulthood, whether into employment, further or higher education or training’

Special educational needs and disability code of practice: 0 to 25 years. DFE January 2015

Aligned with the EEF’s flagship report Special Educational Needs in Mainstream Schools, we ensure that high‑quality teaching is the first and most powerful support mechanism for SEND learners.

Our curriculum implementation for learners with SEND is grounded in evidence‑informed practice, consistency, and high‑quality teaching as the universal offer—aligned with the EEF’s five core SEND recommendations.

1. High‑Quality Teaching as the First Wave of Support

Teachers deliver instruction that is:

• Explicit, well‑modelled, and scaffolded,
• Designed to reduce cognitive load and present knowledge in small, connected steps,
• Responsive to ongoing assessment.
   

2. Adaptive Teaching and Meaningful Adjustments

We design adaptations that maintain curriculum ambition while reducing barriers, ensuring our curriculum remains ambitious, sequenced and accessible for all learners.
Examples include:

• Pre‑teaching vocabulary
• Visual scaffolds and structured writing frames
• Chunking tasks
• Flexible seating arrangements
• Assistive technology where appropriate

3. Holistic Understanding of Each Learner

Staff build a full picture of each child’s needs, preferences and strengths through:

• Pupil profiles

• Assessment of starting points
• Regular SENCO‑teacher collaboration
   

4. Structured Interventions that Complement Teaching

Small‑group and 1:1 interventions are:

• Evidence‑based,
• Time‑limited,
• Closely monitored,
• Designed to complement classroom learning—not replace it.

5. Effective Deployment of Teaching Assistants

TAs are trained to:

• Deliver structured intervention programmes,
• Use scaffolding rather than over‑prompting,
• Promote independence.

At Blowers Green Primary School, we are committed to ensuring that every child, including those with SEND, can access high‑quality teaching within their classroom. To support this, we embed the Education Endowment Foundation’s (EEF) Five‑A‑Day approach throughout our lessons.

The EEF identifies five key principles that enhance learning for pupils with SEND:

• Explicit instruction
• Cognitive and metacognitive strategies
• Scaffolding
• Flexible grouping
• Using technology effectively

These strategies help us create an inclusive learning environment where all children can thrive.
For further details about the Five‑A‑Day approach, please visit the EEF website.

Many steps are taken to support our learners to achieve their best through their learning journey at Blowers Green. Quality of teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve their targets and reach their full potential.

Our staff are trained to support learners with a wide range of needs. This may include one-on-one sessions, working with peer mentors, or engaging in small group activities, alongside high-quality whole-class teaching. Learners who require Special Educational Needs (SEN) support will be added to the SEN register, following consultation and consent from their parents.

We implement a graduated approach to SEN as outlined in the SEND Code of Practice, adhering to the Assess, Plan, Do, Review cycle. This approach starts with early monitoring and identification of SEND and continues through to children with Education, Health and Care (EHC) plans. It ensures that everyone involved in supporting children with additional needs can set individual targets, track progress, evaluate outcomes, and plan for future steps.

The aims of our policy and practice in relation to special educational needs and disabilities (SEND) are:

• To make reasonable adjustments for pupils with a disability by taking action to increase access to the curriculum, the school environment, and printed information for all learners.
• To ensure that children and young people with SEND are fully included in the life of the school and able to participate in activities alongside their peers.
• To reduce barriers to progress, enabling every pupil to achieve their potential.
• To use our best endeavours to secure appropriate special educational provision for pupils who require support that is “additional to and different from” that ordinarily available within a high‑quality, adapted curriculum.
• This enables us to respond effectively to the four broad areas of need:

 Communication and interaction.

 Cognition and learning.

 

Social, mental and emotional health.

 

 Sensory and physical.

 

Impact is evaluated through:

• Progress against sequenced curriculum goals
• Development of independence and self‑advocacy
• Ability to recall and apply knowledge over time

We measure progress in relation to each pupil’s baseline, acknowledging that meaningful progress is personalised but still ambitious.

Reading, Maths and Writing assessments are completed termly, and standardised scores are monitored for progress. For those SEND pupils who are not yet working at the level required to score within the standardised assessment, further assessment is completed by the SENCO or class teacher using York Assessment of Reading Comprehension (YARC). I

ndividual Learning Plans (ILPs) and/or Individual Behaviour Plans (IBPs) are reviewed termly in order to measure progress towards individual targets. Pupil Progress Meetings are held each term. At these meetings, the class teacher will meet senior leaders including the SENCO to discuss the progress of individuals in their class. This shared discussion may highlight areas that require further support which can then be planned for. Most pupils with SEND have their needs met and make progress.

However, some pupils may not make the progress expected of them. When this happens, the SENCO will request that the Local Authority carry out an Education Health and Care needs assessment, which is a detailed assessment of a pupil’s special educational needs in accordance with the Children and Families Act 2014. Following the assessment, the Local Authority may issue an Education, Health and Care Plan (EHC plan). An EHC plan is a legal document which describes a child or young person’s Special Education, Health and Social Care needs, the help that will be given to meet those needs, and what the child or young person will be able to achieve as a result of the support.