SEND provision

SEND Provision

Our Secondary Learning Centre provides dedicated classroom space for the delivery of support sessions, whilst our Primary Department benefits from a welcoming and calm room, with a sensory focus.

Our Primary and Secondary Special Educational Needs Coordinators (SENCos), and the dedicated team, work tirelessly to support students across the four areas of need: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and / or Physical. Targeted interventions and specific learning programmes are produced for any student with additional needs.

We are very proud of our ELSA provision (Emotional Literacy Support Assistants), and our fully trained team of eight ELSAs focus exclusively on the wellbeing of the students in our care.

Working closely with our teachers and our Student Services Officers in Secondary, the Learning Support Team collaborates with our students and their parents to determine the best educational or social programme to aid their success and ensure positive development. We also have strong working relationships with the full range of external agencies to ensure the most appropriate and comprehensive care for our students.

The main principles of the SEND Code of Practice: 0-19 years (SoJ, 2017:5) are ‘designed to support a focus on inclusive practice and removing barriers to learning.’

Beaulieu aims to embody inclusion and knock down any barriers to learning by striving to meet all additional needs, whilst supporting each and every student to feel a valued and equal member of the school community.

To support us to be as inclusive as possible and to meet the needs of all learners, we take guidance from the comprehensive list of NASEN (2020):

The Inclusive Learning Environment

Our classrooms are dyslexia friendly, with the use of devices, visual prompts for spelling and careful consideration of how information is shared with students. All classrooms have a range of sensory resources and safe / calm spaces and children are encouraged to have regular movement breaks. We incorporate practices such as Zones of Regulation, Girls on Board and we offer a wealth of well-being programmes. We are a Rights Respecting School and we use a soundfield system.

High Quality Inclusive Teaching

Teachers scaffold learning tasks and students work in a variety of situations i.e. individual, pair and group – including mixed ability. We encourage metacognition skills and carefully consider how we ask questions. Visual prompts are provided to promote student independence, alongside visual timetables, and a good range of easily accessed resources / manipulatives. Differentiation is provided whilst being mindful of not pre-determining or limiting what students can achieve.