High‑Quality, Inclusive Teaching

We are committed to providing high‑quality, adaptive teaching for all pupils. Our curriculum is designed to be accessible, ambitious and inclusive, ensuring that every child can participate fully and make progress.

 

Ordinarily Available Provision

All Saints provides a wide range of support that is ordinarily available to all pupils. This includes:

• adaptive teaching and scaffolding
• visual supports and structured routines
• targeted vocabulary teaching inc. Literacy Gold
• phonics catch - up using Read Write Inc.
• pre‑teaching and over‑learning
• emotional regulation strategies, including ELSA
• access to small‑group or 1:1 support where appropriate

These approaches are embedded across the school and form the foundation of our inclusive practice.

 

The Graduated Approach (Assess–Plan–Do–Review)

We follow the statutory Graduated Approach outlined in the SEND Code of Practice.

• Assess: We identify pupils’ needs through observation, assessment and discussion with parents/carers.
• Plan: We agree outcomes and support strategies with parents/carers and staff.
• Do: Teachers implement targeted support and interventions.
• Review: We evaluate progress regularly and adjust provision as needed.

This cycle ensures that support is purposeful, monitored and responsive.

 

Working in Partnership with Parents and Pupils

We value the voice of the child and the partnership with parents/carers. Pupils are encouraged to share what helps them learn, and parents/carers are involved at every stage of the SEND process. We believe that strong relationships lead to better outcomes. Parent and Pupil voice is included in all review activities and face-to-face sessions are timetabled across the year for group sessions (coffee mornings/workshops), individual discussions and EHCP review and assessment meetings.  

 

Multi‑Agency Collaboration

Where appropriate, we work closely with external professionals such as:

• Educational Psychologists
• Behaviour Specialists
• Speech and Language Therapists
• Specialist Teaching Services
• Health professionals
• Social care and early help teams

This ensures pupils receive the right support at the right time.

 

Accessibility and Equality

We comply with the Equality Act 2010 and have an up‑to‑date Accessibility Plan. This ensures our curriculum, environment and information are accessible to all pupils, including those with SEND. Our SEND Policies can be accessed on the Policies page of our website.

 

Footsteps Specialist Provision

Footsteps is a local authority specialist communication and interaction provision. Admission into Footsteps is through SENA and all children have an EHCP. Whilst Footsteps is a Local Authority provision the children within Footsteps are very much part of All Saints, ensuring children are included with opportunities and curriculum within the mainstream.  Staff work closely with the wider school to ensure pupils have access to inclusive opportunities, shared learning experiences and a broad, balanced curriculum tailored to their needs.

Footsteps pupils benefit from:

• specialist teaching and therapeutic approaches
• Sensory curriculum
• close collaboration with external agencies
• opportunities to integrate with mainstream classes where appropriate

 

Transition Arrangements

We recognise that transitions can sometimes be more challenging for children with SEND and take proactive steps to ensure that every transition is smooth, supportive and well‑planned.

 

Early Years Transition

Transition from our pre‑school or nursery feeder settings begins with a meeting for parents/carers to outline procedures and expectations. Staff visit children in their current settings to observe them in a familiar environment, followed by transition visits to our school.

 

In‑School Transition

Transition sessions for all year groups take place towards the end of the summer term. Additional sessions are arranged for pupils who may need further support, including personalised booklets, social stories and extra visits.

 

Secondary Transition

We have strong links with local secondary schools. Staff from these schools visit throughout the year, and our transition lead coordinates enhanced arrangements for pupils with SEND.

For pupils with additional needs:

• meetings are held between class teachers/SENDCos and the receiving school’s academic and pastoral teams
• personalised transition plans are created
• additional visits are arranged
• key information is shared to ensure continuity of provision

Where children are moving to new specialist or alternative provision, we work closely with the receiving school to ensure their needs continue to be met during induction and beyond.

 

Contact Us

If you would like to discuss your child’s SEND requirements in detail, please contact the school office to arrange an appointment with either Mrs Sarah Webster (Footsteps SENDCo) Mrs Lucy Anderson (Main School SENDCo) or Mrs Emma Roberts (SENDCo Assistant).