What SEND support looks like

At Ribbon Academy, we believe that every child should receive the support they need to thrive academically, socially and emotionally. We use a graduated approach to SEND, ensuring that support is carefully matched to individual needs and reviewed regularly in partnership with pupils, parents/carers and relevant professionals.

Support is tailored to each child and is delivered through a cycle of Assess, Plan, Do, Review, enabling us to identify needs early, implement appropriate provision and evaluate its effectiveness over time.

Assess, Plan, Do, Review

When a child is identified as needing additional support, school staff, parents/carers and, wherever appropriate, the child themselves work together to:

Assess

• Identify the child’s strengths, areas of need and barriers to learning.
• Gather information from teachers, parents/carers, pupils and external professionals where appropriate.
• Consider academic progress, emotional wellbeing, attendance and wider development.

Plan

• Agree outcomes and identify the support required.
• Determine strategies, interventions and reasonable adjustments that will help the child to succeed.
• Establish how progress will be measured and reviewed.

Do

• Deliver the agreed support through adaptive teaching, targeted interventions and specialist provision where required.
• Ensure staff understand their responsibilities and the strategies being used.

Review

• Evaluate the effectiveness of support.
• Consider pupil and parent/carer views.
• Adjust provision where necessary to ensure continued progress.

SEND Support Plans are reviewed at least three times each year with parents/carers and pupils, where appropriate.

Wave 1: Universal Provision

The majority of pupils’ needs are met through high-quality, adaptive teaching within the classroom.

Universal provision may include:

• Adaptive teaching and responsive classroom practice. • Clear modelling and scaffolding of learning. • Visual supports, prompts and visual timetables. • Flexible grouping arrangements. • Carefully planned curriculum adaptations. • Opportunities for overlearning, repetition and retrieval of key knowledge and skills. • Practical resources and assistive technology where appropriate. • Consistent routines and expectations. • Positive behaviour support and relational approaches. • Support for social, emotional and mental wellbeing. • Access to a broad curriculum and enrichment activities.

Wave 2: Targeted Support

Some pupils require additional support alongside high-quality classroom teaching.

Targeted support may include:

• Small group interventions. • Literacy, numeracy or communication programmes. • Speech and language activities. • Precision teaching and pre-teaching approaches. • Social skills groups. • Nurture and pastoral support. • Emotional wellbeing support. • Place2Be interventions where appropriate. • Attendance and family support.

Wave 3: Specialist Provision

A small number of pupils require highly personalised and specialist support.

This may include:

• Individualised programmes of support. • Specialist assessments. • Advice and recommendations from external agencies. • Personalised resources and equipment. • Access arrangements. • Enhanced adult support where appropriate. • Education, Health and Care Plans (EHCPs).

 

Working with Specialist Services

Ribbon Academy works collaboratively with a wide range of professionals to support children with SEND. Support may be sought from services including:

• Educational Psychology. • Speech and Language Therapy. • Occupational Therapy. • Physiotherapy. • School Health. • Community Paediatricians. • CAMHS and emotional wellbeing services. • Durham SEND and Inclusion Services. • Autism and Communication Team. • Cognition and Learning Team. • Sensory Support Services. • SEND Information, Advice and Support Service (SENDIASS). • Durham Virtual School where appropriate. • Other specialist services identified through the child’s needs.

Through our participation in the Neurodivergence in Schools Project (NISP), staff and families have also been able to access specialist consultation and advice clinics, helping us to further strengthen support for neurodivergent learners.

Emotional Wellbeing and Pastoral Support

At Ribbon Academy, we believe that every child should receive the support they need to thrive academically, socially and emotionally. We use a graduated approach to SEND, ensuring that support is carefully matched to individual needs and reviewed regularly in partnership with pupils, parents/carers and relevant professionals.

Support is tailored to each child and is delivered through a cycle of Assess, Plan, Do, Review, enabling us to identify needs early, implement appropriate provision and evaluate its effectiveness over time.

Education, Health and Care Plans (EHCPs)

For a small number of children with severe, complex or long-term needs, an Education, Health and Care Needs Assessment may be requested from the Local Authority.

Requests for assessment are normally considered when a child requires provision that is significantly additional to, or different from, that ordinarily available through school SEND provision. Decisions about requesting an assessment are made collaboratively with parents/carers and informed by evidence gathered through the graduated approach.

Where an Education, Health and Care Plan (EHCP) is issued, Ribbon Academy works closely with families, the Local Authority and external professionals to ensure that outcomes, provision and support are implemented effectively. EHCPs are reviewed annually, alongside ongoing school reviews, to ensure provision remains appropriate and responsive to the child’s needs.

At Ribbon Academy, our aim is to remove barriers to learning, celebrate individual strengths and ensure that every child receives the support they need to achieve success, develop independence and realise their full potential.