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How we Adapt the Curriculum and Learning Environment for Children & Young People with SEND
At Ribbon Academy, we are committed to ensuring that all pupils can access, participate in and succeed within a broad, balanced and ambitious curriculum. We believe that high-quality adaptive teaching is the most effective way to meet the needs of the majority of pupils with SEND. Our approach focuses on removing barriers to learning, presenting content in accessible ways and enabling all learners to work towards the same ambitious curriculum goals alongside their peers.
We recognise that every child learns differently. Through careful assessment of pupils’ strengths, needs and prior knowledge, teachers adapt their teaching to ensure that all children can successfully access learning and make progress. Support is provided through a graduated approach, beginning with high-quality classroom practice and supplemented by targeted or specialist support where necessary.
At Ribbon Academy, adaptive teaching includes:
- Building new learning on pupils’ prior knowledge, experiences and interests.
- Reducing distractions and creating an environment that promotes attention, participation and engagement.
- Presenting information clearly through dual coding, combining visual and verbal explanations to support understanding and reduce cognitive load.
- Breaking learning into small, manageable steps to support understanding and secure progress over time.
- Using modelling and worked examples to demonstrate successful learning processes before pupils work independently.
- Providing scaffolding, including writing frames, sentence stems, word banks and structured tasks, which are gradually removed as confidence and independence develop.
- Using regular formative assessment and retrieval practice to identify misconceptions and respond to pupils’ needs in real time.
- Pre-teaching key vocabulary, concepts or skills where appropriate to improve confidence and readiness for learning.
- Using inclusive questioning techniques and carefully planned pairings and groupings to promote participation and collaborative learning.
- Removing predictable barriers to learning through inclusive classroom design and carefully structured learning experiences.
Teachers continually assess understanding and adapt explanations, tasks, scaffolds and support throughout lessons. Support staff work alongside teachers to provide targeted, timely support that complements high-quality teaching whilst promoting increasing independence rather than dependency.
We strive to ensure that all pupils have equal access to:
- The full curriculum.
- Educational visits and enrichment opportunities.
- Extra-curricular clubs and activities.
- Leadership opportunities and wider school experiences.
- Pastoral, wellbeing and emotional support.
- Appropriate assessment arrangements and access arrangements where required.
Our learning environment is designed to be as inclusive as possible. The school benefits from:
- Level access throughout the building
- Accessible entrances and facilities.
- Disabled toilet facilities.
- A fully equipped hygiene and intimate care room including hoist and changing facilities.
- Sensory spaces to support regulation and wellbeing.
- Specialist equipment and resources where required.
- Reasonable adjustments to support physical, sensory and medical needs.
Children with medical or physical needs are supported through Individual Healthcare Plans, risk assessments and, where necessary, Personal Emergency Evacuation Plans (PEEPs). These plans are developed in partnership with parents/carers and relevant professionals and are regularly reviewed to ensure they remain effective.
Where additional support is required, pupils may access targeted interventions linked to the four broad areas of need identified in the SEND Code of Practice:
Cognition and Learning
Support may include adaptive classroom strategies, targeted literacy and numeracy interventions, Sounds-Write phonics intervention, Kinetic Letters, Dandelion Readers, Nessy, Plus One Maths, Power of 2 Maths, White Rose Maths resources and personalised support informed by ongoing assessment, pupil progress and specialist advice where appropriate.
Communication and Interaction
Support may include Speech and Language Link screening and intervention programmes, Speech and Language Therapy recommendations, Colourful Semantics, structured language interventions, vocabulary pre-teaching, communication support strategies, social communication activities and advice from specialist professionals to develop speech, language and communication skills.
Social, Emotional and Mental Health
Support may include nurture provision, Zones of Regulation, social stories, Lego Therapy, Place2Be, Place2Talk, emotional wellbeing interventions, sensory regulation strategies, adult mentoring, pastoral support and advice from external emotional wellbeing and mental health services where appropriate.
Sensory and/or Physical Needs
Support may include sensory regulation strategies, adapted learning environments, access to quiet and sensory spaces, fine and gross motor skill interventions, Kinetic Letters, specialist equipment, environmental adaptations and programmes developed in consultation with Occupational Therapy, Physiotherapy and specialist support services.
‘Behaviour and attitudes are rated “Good”, with pupils showing positive behaviour both in and out of lessons.’
‘Pupils feel safe and have positive attitudes towards learning, understanding and demonstrating the school’s values.’
‘Inclusivity and Nurturing Environment: The school is described as inclusive and nurturing, with high expectations for pupils’ behaviour and achievements. Celebratory displays showcase pupils’ accomplishments, creating a positive and inspiring learning environment.’
‘Behaviour and Attitudes: Behaviour and attitudes at the school are rated “Good”. Pupils exhibit positive attitudes towards learning and demonstrate a strong understanding of the school’s values.’
‘Personal Development: Personal development at the school is rated “Outstanding”. The curriculum provides a wide range of experiences that prepare pupils for success beyond the school gates, including educational visits and active citizenship opportunities.’
‘The school has a strong safeguarding culture, with effective systems in place to ensure the welfare and safety of all pupils.’
‘Community and Extracurricular Activities: Pupils engage in activities like ‘Ribbon Radio’ and the ‘Poets’ Podium’, developing confidence and showcasing their talents. The school also runs breakfast clubs, after-school activities, and a community café, enhancing the sense of community and belonging.’
‘Leadership and management are “Good”, demonstrating high ambitions for all pupils and a strong culture of mutual support among staff.’
‘Pupils thrive in an inclusive, nurturing environment where their accomplishments are celebrated.’
‘The quality of education at the school is “Good”, with a broad and inspiring curriculum that builds knowledge progressively.’
‘Parents are highly supportive of the school, agreeing that their children are happy and well-supported.’
‘The Ribbon Academy is rated as “Good” overall, reflecting high standards in various aspects of school performance.’
‘The school provides rich extracurricular opportunities, such as “Ribbon Radio” and the “Poets’ Podium”, which help develop pupils’ confidence.’
‘Early years provision is rated “Outstanding”, with staff providing a magical learning journey that encourages curiosity and independence.’
‘Reading is a priority, with an effective phonics program starting in early years, fostering a love for reading among pupils.’
‘Reading and Literacy: Reading is prioritised, with an effective phonics program starting in the early years. Pupils’ love for reading is nurtured through various competitions and a well-stocked library.’
‘Leadership and Management: Leadership and management are rated “Good”. Leaders have high ambitions for every pupil, and there is a strong culture of mutual support and teamwork among the staff. The governing body and trustees are knowledgeable and committed to the success of the pupils.’
‘Safety and Well-being: Pupils feel safe at the school, describing it as a “safe spot”. There is a strong culture of safeguarding, with effective systems in place to report and follow up on concerns. The pastoral team works tirelessly to ensure the welfare of all pupils.’
‘Quality of Education: The quality of education provided is considered “Good”. The curriculum is broad, inspiring, and well-thought-out, enabling pupils to build on their knowledge progressively.’
‘Personal development is “Outstanding”, offering a wide range of experiences that prepare pupils for success beyond the school.’
‘Early Years Provision: The provision for early years is rated “Outstanding”. The staff provide an exceptional range of carefully planned learning activities that encourage curiosity, independence, and the development of spoken language from day one.’