Intent

At The Downley School, we are committed to creating an inclusive environment where every child with Special Educational Needs and/or Disabilities (SEND) is valued, supported, and empowered to achieve their best. We recognise each child's unique strengths and challenges, tailoring high-quality education to meet their individual needs.

Our vision is to nurture independent learners by removing barriers, building self-confidence, and fostering personal growth. We celebrate the diverse talents of our SEND pupils, ensuring their education goes beyond national benchmarks, recognising and honouring individual achievements.

To help SEND pupils thrive academically, socially, and emotionally, we are committed to:

• Centring their needs, interests, and aspirations in their learning.
• Providing a challenging, adaptable curriculum.
• Equipping them with skills for confidence and independence.
• Delivering personalised teaching that meets their learning requirements.
• Offering tailored interventions and resources for specific needs.
• Ensuring access to a broad curriculum with enriching activities.

We believe every SEND pupil deserves success both academically and personally. Our goal is to prepare them for the next stage of education, building their confidence, resilience, and skills. We are dedicated to fostering an inclusive, nurturing environment where SEND pupils can thrive and engage fully in their learning journey.

Implementation

At our school, we prioritise the early identification of Special Educational Needs and Disabilities (SEND) through comprehensive monitoring and assessment to maximise progress and opportunities. This ensures that every child has access to a tailored learning environment, enabling full engagement with our broad and balanced curriculum.

We believe that every teacher is a teacher of SEND, embedding inclusive practices throughout the school. High-quality, adaptive teaching is essential for meeting the needs of pupils with SEND. Our class teachers are responsible for teaching, learning, and the progress of all pupils, including those with SEND and those receiving additional support from teaching assistants. By employing adaptive strategies, we prevent cognitive overload, promote engagement, and support all pupils in their educational journey.

We focus on essential skills in reading, writing, and maths while valuing foundation subjects, sports, and the social, emotional, and mental health development of our pupils. Our curriculum enhances speech and language skills, promotes independence and confidence, and fosters emotional resilience, preparing children for life beyond primary school. We encourage safe emotional expression, self-regulation, social interactions, and inclusion.

While high-quality teaching reduces the need for extra support, some pupils benefit from targeted small-group or one-to-one interventions. These are carefully designed based on thorough assessment, ensuring pupils continue to have access to a full curriculum. Our teaching strategies, such as flexible grouping, cognitive strategies, explicit instruction, and technology use, are applied flexibly to meet diverse needs. By maintaining a collaborative, inclusive approach, we ensure every pupil receives personalised support to thrive.

Partnerships with parents and the wider community are vital for supporting SEND pupils. We involve both pupils and their parents/carers in planning and decision-making, following the SEND Code of Practice 2014. Our Personal Learning Plans (PLPs) are developed, reviewed, and shared with parents/carers and pupils, keeping all stakeholders informed about progress and outcomes.

Education, Health and Care Plans (EHCPs) are implemented through tailored support and interventions outlined in each plan. The annual review process assesses each child's progress and updates targets in collaboration with parents/carers and relevant professionals, ensuring ongoing needs are effectively met.

Impact

We prioritise effective progress monitoring to ensure all pupils fully grasp and retain the curriculum, providing teachers with valuable insights into each child's learning. This process not only highlights achievements but also identifies areas that require further attention. Our class teachers continuously observe and assess the academic, social, and emotional development of every pupil. While academic levels and test results offer snapshots of progress, we employ a variety of measures to gain a comprehensive understanding of each child's development. We also value strong partnerships with parents and carers, fostering open communication to support each child's learning journey.

For pupils with Special Educational Needs and Disabilities (SEND), we implement a detailed assessment process that includes entry and exit assessments for interventions to measure their impact. Personal Learning Plans (PLPs) are created with specific targets and are regularly reviewed by our SENDCo and class teachers. This review process uses data to assess progress, evaluate the effectiveness of interventions, and adjust targets as necessary.

Each term, we follow the Assess-Plan-Do-Review approach, involving both parents and pupils in setting goals and reviewing progress. We also collaborate with external agencies and ensure that children have a voice in shaping their learning experience. This comprehensive approach helps SEND pupils feel safe, confident, and independent, actively engaging in their learning while developing essential skills for future education. Through regular updates to Personal Learning Plans (PLPs)s and review meetings, we ensure that every pupil receives the personalised support they need to thrive.