Intent

Our intent for children with Special Educational Needs and Disabilities (SEND) is to create an inclusive and aspirational learning environment where every child can thrive, achieve their full potential, and develop the skills and confidence necessary for future success. We are committed to identifying needs early, providing high-quality, personalised support, and fostering a culture of understanding and respect for individual differences.

Specifically, we intend to:

Embed a whole-school approach to SEND, ensuring that all children are valued, included in all aspects of academy life, and have equitable access to a broad and balanced curriculum.
Implement robust and timely identification processes to recognise children's diverse needs and provide appropriate interventions and support from the earliest possible stage.
Develop individualised support plans in collaboration with children, parents/carers, and relevant professionals, which are regularly reviewed and adapted to meet evolving needs and aspirations.
Ensure that all teachers are equipped with the knowledge and skills to adapt their teaching effectively, making learning accessible and engaging for all children, including those with SEND.
Provide a range of evidence-based interventions and support strategies, tailored to specific needs, delivered by skilled staff, and monitored for their impact on children’s progress.
Foster strong partnerships with parents/carers, external agencies, and the wider community to ensure a coordinated and holistic approach to meeting children’s needs.
Actively listen to and involve children with SEND in decisions that affect their learning and well-being, promoting their independence and self-advocacy skills.
Equip children with SEND with the skills, knowledge, and strategies they need to become independent learners, build resilience, and prepare for their next steps in education and beyond.
Regularly monitor and evaluate the effectiveness of our SEND provision, using data and feedback to inform ongoing development and ensure the best possible outcomes for our children.
Cultivate an academy culture where differences are celebrated, and all members of the school community demonstrate empathy, respect, and understanding towards individuals with SEND.

Ultimately, our intent is to empower children with SEND to become confident, successful, and well-rounded individuals who can contribute positively to their communities and lead fulfilling lives.

Implementation

At LAPW, we are deeply committed to providing an inclusive and equitable education for all our children, including those with Special Educational Needs and Disabilities (SEND). Our implementation of the curriculum for pupils with SEND is driven by the following core principles and practices:

1. Early Identification and Assessment:

We proactively identify pupils who may have SEND through a robust system of ongoing observation, assessment, and communication between staff, parents/carers, and external agencies where appropriate.
Transition arrangements from previous settings (e.g., nurseries) are carefully managed to ensure a smooth transfer of information and early identification of potential needs.
We utilise a range of assessment tools and strategies, including teacher observations, standardised assessments, and specialist assessments, to gain a comprehensive understanding of each child’s strengths and areas for development.
Parents/carers are actively involved in the identification and assessment process, and their insights are highly valued.

2. Person-Centred Planning and Provision:

For children identified as having SEND, we develop Provision Maps or equivalent support plans that are co-produced with the child (where appropriate), parents/carers, and relevant staff.
These plans are based on a thorough understanding of the children’s individual needs, learning styles, and aspirations. They include specific, measurable, achievable, relevant, and time-bound (SMART) targets.
Provision is carefully matched to individual needs and may include a range of strategies such as adaptive teaching, targeted interventions (individual or small group), reasonable adjustments to the learning environment and curriculum, and the use of specialist equipment or resources.
We regularly review and evaluate the effectiveness of our provision, making adjustments as necessary to ensure children are making good progress.

3. Inclusive Teaching and Learning:

Our teachers are skilled in adapting the curriculum to meet the diverse needs of all learners within the classroom. This includes adapting teaching styles, resources, and learning activities to ensure full participation and engagement for children with SEND.
We promote a culture of high expectations for all pupils, regardless of their individual needs.
Collaborative teaching approaches, such as the use of teaching assistants, are strategically deployed to support children with SEND while promoting their independence and integration within the classroom.

4. Collaborative Partnerships:

We foster strong partnerships with parents and carers, recognising their vital role in their child's education. We maintain open and regular communication through various channels, including meetings, phone calls, and written reports.
We work collaboratively with a range of external agencies, including educational psychologists, speech and language therapists, occupational therapists, and social care professionals, to access specialist advice and support for our children.
We ensure effective communication and collaboration between all staff members involved in supporting children with SEND, including class teachers, teaching assistants, the SENDCo, Pastoral Lead, FLO and senior leaders.

5. Accessible Learning Environment:

We strive to create a physically and emotionally accessible learning environment where all children feel safe, valued, and included.
Reasonable adjustments are made to the physical environment to ensure accessibility for children with physical disabilities or sensory needs.
We promote a positive and inclusive ethos throughout the school, where diversity is celebrated and all children are encouraged to respect and support each other.

6. Ongoing Professional Development:

We are committed to providing ongoing professional development opportunities for all staff to enhance their knowledge and skills in supporting children with SEND.
This includes training on specific SEND needs, inclusive teaching strategies, and relevant legislation and guidance.
The SENDCo actively participates in relevant networks and training to ensure the academy’s SEND provision is up-to-date and reflects best practice.

7. Monitoring and Evaluation:

The progress and attainment of children with SEND are carefully monitored and tracked through our academy's assessment systems.
Data is analysed to evaluate the impact of our SEND provision and identify areas for further improvement.
The SENDCo regularly reports to the Senior Leadership Team on the effectiveness of the academy's SEND provision.
We actively seek feedback from children and parents/carers to inform our ongoing development of SEND provision.

This implementation statement is a working document that will be reviewed and updated regularly to ensure it continues to reflect our commitment to providing high-quality, inclusive education for all children with SEND.

Impact

Our SEND curriculum is designed to be transformative, ensuring that every child, regardless of their individual needs, makes meaningful progress and achieves their full potential. We believe in a holistic approach, where the impact of our provision extends beyond academic attainment to foster well-being, independence, and confident participation in all aspects of school life and beyond.

Our curriculum's impact is evident in:

Enhanced Progress: Children with SEND demonstrate significant and sustained progress from their individual starting points, both academically and developmentally. We meticulously track their journeys, celebrating milestones and adapting our approaches to ensure continuous growth.
Increased Independence: Through carefully planned and adapted learning experiences, children develop the skills and strategies they need to become increasingly independent learners. They are empowered to take ownership of their learning and advocate for their needs.
Improved Well-being and Confidence: Our inclusive environment fosters a strong sense of belonging and self-worth. Children with SEND feel valued, supported, and confident in their abilities, leading to positive impacts on their emotional and social well-being.
Effective Communication and Collaboration: We cultivate strong partnerships with parents, carers, and external agencies, ensuring a unified and supportive network around each child. This collaborative approach leads to more effective identification of needs and the implementation of impactful interventions.
Successful Inclusion: Children with SEND are fully integrated into all aspects of school life, participating actively in lessons, extracurricular activities, and social interactions. This fosters a culture of understanding, respect, and empathy within the whole school community.
Preparation for Future Success: Our curriculum equips children with SEND with the essential skills, knowledge, and resilience they need to navigate future learning and life experiences with confidence and success. We aim to empower them to become active and engaged members of society.

Ultimately, the impact of our SEND curriculum is measured by the positive and lasting difference it makes in the lives of our children, enabling them to thrive, achieve, and embrace their unique strengths and talents. We are committed to continuous reflection and improvement to ensure our provision remains aspirational, effective, and truly impactful for all learners with special educational needs and disabilities.

What we do at LAPW...

Our approach is led by a skilled and knowledgeable Special Educational Needs Coordinator (SENCo) who works closely with our entire staff. We ensure our teachers have access to a wide range of resources to adapt the curriculum, meeting the diverse learning needs of every child. This includes invaluable tools like the Read&Write Toolbar, along with practical aids such as visual timetables, social stories, communication boards, and 'now and next' boards. Furthermore, our well-trained teaching assistants (TAs) play a crucial role in delivering targeted support, ensuring all children at LAPW can thrive and reach their full potential.