Accessibility for All

‘We show love and compassion for others by truly helping them, and not merely talking about it.’ (1 John 3:18)

We relentlessly go over and above to get to know each unique individual and build a positive relationship between home and school.

Together, we build strong habits for learning and create an enabling environment that values diversity, equity and inclusion.

We are committed to ensuring our Inspire Curriculum is accessible for all pupils.

At our academy, we recognise the importance of knowing every child. Whether a pupil has an identified SEND or whether a pupil has no identified needs but is not making expected progress, the approach is the same:

Assess – we monitor progress regularly

Plan – we collaborate with staff, parents and external agencies to plan adaptations where necessary

Do – class teachers lead on the agreed plan of support, with guidance from the SENCo

Review – we review progress regularly, intervening quickly if the plan is not working.

We are passionate about ensuring all pupils make good progress from their individual starting point across the curriculum. These high expectations encompass the development of personal, social and life skills as well as academic learning. Our approach is based on two key principles:

1. Every teacher is a teacher of SEND. Every leader is a leader of SEND.

2. Inclusive practice is likely to benefit all pupils, including those whose additional needs have not yet been identified.

We are committed to ensuring our Inspire Curriculum is accessible for pupils with Special Educational Needs and Disabilities (SEND). Below are examples of how we may structure our universal offer or make reasonable adjustments to ensure all pupils are able to access our curriculum:

Universal (all pupils)

Learning Environment

• Whole class visual timetables in everyday use

• Working walls on display for key subjects 

Timetable and Resources

• Visual scaffolds and manipulatives

• Daily mindfulness/physical activity

• Zones of regulation

Teaching

• Regular reviews of learning

• Guided practice

• Models and worked examples

Targeted (some pupils)

Learning Environment

• Low distraction environment for key learning 

• Personalised task planners, toolkits or now and next boards 

Timetable and Resources

• Regular movement or rest breaks to maintain focus 

• Wobble cushions, timers, pencil grips, ear defenders 

Teaching

• Paired or small group pre-teaching 

• Same day overlearning of key concepts 

Specialist (specific pupils)

Learning Environment

• Individual workstations 

• Adaptive seating

Timetable and Resources

• Personalised timetable

• Sensory diet overseen by an Occupational Therapist

• Senior staff check-ins and personalised behaviour plans

Teaching

• Chunked teaching in small steps

• Strategies such as precision teaching as recommended by an  Educational Psychologist

All pupils are valued members of their class. The class teacher retains responsibility for the child’s achievement. However, the class teaching team and the SENCo in collaboration to ensure the pupil’s learning environment, timetable, resources and learning experience is appropriate to their individual's needs.