Special Educational Needs (SEND) Policy

Special Educational Needs & Disabilities Policy 

1. Aims and Principles 

At The Blandford School (TBS), we are committed to providing an inclusive, high-quality education for all pupils. Our Special Educational Needs and Disabilities (SEND) provision is underpinned by: 

• A belief that the most effective place for a pupil to be educated is within the classroom, with the class teacher as the primary educator following the TBS Way 

• Early identification of literacy gaps or difficulties, with appropriate adaptations and interventions put in place to address them 

• A graduated, evidence-informed approach to classroom adaptations 

• Strengthening partnerships with families and community partners 

• A focus on preparation for adulthood and positive outcomes 

• High expectations and ambition for all learners 

• Staff Continuing Professional Development (CPD) linked to student needs and evidence-informed research. 

This policy aligns with the SEND Code of Practice and the national vision. At TBS, we are committed to working relentlessly to establish and sustain an inclusive school community. This is characterised by high aspirations for all and a flexible, responsive approach to meeting individual need, enabling every pupil to thrive, particularly those who are most vulnerable or disadvantaged. We recognise the importance of equity in education and academic achievement in enabling pupils to successfully progress beyond their secondary school placement. 

Definition of SEND 

A child or young person has SEND if they: 

• Have significantly greater difficulty in learning than others of the same age, or 

• Have a disability that hinders access to mainstream provision. 

SEND is categorised into four broad areas: 

• Communication and Interaction 

• Cognition and Learning 

• Social, Emotional and Mental Health 

• Sensory and/or Physical Needs. 

1. Key Priorities (SEND Improvement Plan) 

In line with the national SEND and Alternative Provision Improvement Plan, the school will: 

• Deliver early, consistent adaptation or interventions using internal data 

• Ensure the curriculum is inclusive and delivered in the right place (mainstream wherever possible) 

• Strengthen community partner collaboration 

• Promote clear accountability and high-quality outcomes 

• Support a skilled workforce through CPD linked to lesson observations and school priorities. 

1. Roles and Responsibilities 

SENDCo 

• Leads SEND provision across the school 

• Coordinates assessment, planning, and review 

• Liaises with staff, families, and community partners 

• Ensures compliance with statutory guidance. 

Teachers 

• Responsible for the progress of all pupils in their class 

• Deliver high-quality, adaptive teaching 

• Identify and respond to emerging needs. 

Senior Leadership Team and Governors 

• Ensure SEND is a strategic priority 

• Monitor provision, outcomes, and compliance. 

1. Identification of SEND 

If a pupil continues to experience difficulties accessing the curriculum, the school will consider whether they may have SEND. This is a collaborative process involving the class teacher, SENDCo, parents, and pupil. Provision at this stage may include: 

• The creation of an Individual Pupil Profile (IEP) to share identified strengths and barriers to learning with all staff educating the pupil 

• The implementation of a targeted programme for learning or personal development, as outlined in a Pupil Profile (IEP) 

• Adaptations from a teacher or teaching assistant, which may include pre-teaching key concepts 

• Opportunities to work in small groups or receive support to access whole-class activities 

• Assessment, review, and intervention from specialist teachers or external professionals, such as Speech and Language Therapists. 

We follow a graduated approach: 

Assess 

• Use teacher assessment, screening tools, and observations 

• Gather views from pupil and family 

Plan 

• Agree outcomes, strategies, and adaptations or interventions 

Do 

• Adaptations and targeted interventions will be implemented through high-quality teaching, with an IEP developed to guide and monitor provision 

Review 

• Review the IEP termly, evaluating its impact and adjusting provision as needed 

• Review the EHC plan annually, evaluating its impact and adjusting provision as needed. 

1. Types of provision 

Provision may include: 

• Adaptive teaching strategies 

• IEP, reviewed termly 

• EHC plan, reviewed annually 

• Small group or 1:1 intervention 

• Literacy and numeracy programmes 

• Assistive technology 

• Exam access arrangements. 

Where necessary, we will collaborate with external professionals and community partners (e.g. EPs, SaLT, CAMHS). 

1. EHC plans 

Where a pupil requires more intensive help: 

• The school may request an EHC Needs Assessment (NARF/EHCNA) 

• Where an EHC Plan is in place, provision will be delivered in accordance with the plan, with oversight from Dorset SEN 

• Reviews will take place annually (or more frequently if needed) 

The school follows national priorities to improve consistency and clarity of EHC plan processes. 

1. Inclusion and Curriculum Access 

We ensure: 

• Where possible, full access to a broad and balanced curriculum 

• Reasonable adjustments are in place 

• Pupils are included in all aspects of school life 

• Alternative provision is used only where necessary and appropriate. 

1. Working in Partnership with Parents and Pupils 

We value collaboration and will: 

• Involve parents and pupils in all decisions 

• Provide clear, accessible communication 

• Share targets, progress, and support strategies. 

Our SEND ways of working places children and families at the centre of decision-making. 

1. Monitoring and Evaluation 

We monitor SEND provision through: 

• Progress data against outcomes 

• Attendance 

• IEPs 

• EHC plans 

• Pupil and parent feedback 

• Staff review and quality assurance, lesson observations. 

This ensures accountability and continuous improvement. 

1. Training and Development 

We are committed to: 

• Ongoing staff development in SEND practice, CPD 

• Building expertise in adaptive teaching and intervention 

• Developing a confident and skilled workforce. 

This reflects national priorities for workforce development within SEND. 

1. Transition and Preparation for Adulthood 

We help pupils to: 

• Develop independence and life skills 

• Make successful transitions between phases 

• Prepare for further education, employment, and adulthood. 

13. Complaints and Concerns 

Parents are encouraged to raise concerns with: 

1. Class teacher or Tutor 

1. Head of Year 

1. SENDCo 

1. Senior Leadership Team (SLT). 

Formal complaints should be made in accordance with the school’s complaints procedure, as outlined in the relevant policy, or by contacting the school directly. 

14. Review of Policy 

This policy will be reviewed annually to ensure alignment with: 

• National SEND reforms 

• Local authority guidance 

• School improvement priorities. 

Evaluation of the Success of the School’s SEND Policy 

The following procedures provide evaluative points for judging the effectiveness of the school’s SEND Policy:  

• SEND assessment data 

• Lesson observations 

• Parents/carers voice 

• Student voice 

• Community partner feedback/interaction 

• SLT monitoring 

• Governor monitoring.