SEND
stressful. A significant step in this process will be to make state secondary schools more inclusive, equipping them with inclusion bases where children who can cope in a mainstream environment can access support on site. Not everyone is happy with the reforms, however. While the proposals are welcomed by many, there are still a lot of uncertainties. “There is […] concern that the shift will require long-term funding, staffing and cultural change,” says The Good Schools Guide . Personalised care While the changes will have the biggest impact on mainstream state schools, independent schools – which are less directly affected by the planned reforms – are increasingly investing in resources to ensure that neurodivergent pupils are well supported throughout their time at school, in the classroom and outside. At independent mainstream schools in our area such as Framlingham College Prep School and Abbey College Cambridge, there is a justifiable pride in the efforts made to support every child, whether or not they have a confirmed diagnosis – something likely to become increasingly significant if the current trends continue. For Abbey College Cambridge, the key to success is a combination of small class sizes, strong staff and student relationships, robust identification of SEND needs and a whole-school approach to support that involves every department within the college, from academic to boarding staff. The emphasis is on unobtrusive inclusion – supporting pupils with learning challenges in a way that ensures they are not made to feel different, says Beverley Halliwell, assistant SENCO at the school.
Our approach is responsive to the diverse learning needs of our students
that single out students with SEND during lessons,” she explains. Innovations at Abbey College Cambridge this year include a six-week timetabled study skills programme for all pupils, including those with special educational needs, and hand-picked independent study resources tailored to different abilities and learning differences so that every student can extend and deepen their understanding outside the classroom. Other resources at the college include a detailed SEND register that identifies different levels of need, from students with a confirmed diagnosis to a watch list of others who have been referred to the SEND team. There is also a learning centre where pupils can go for immediate support if they become overwhelmed or anxious so that, where possible, the situation can be de-escalated and the student can return to the classroom. It is also important to involve pupils in the process. “Within many schools, teachers will set targets for students to achieve which highlight their needs and difficulties,” explains Beverley. “At Abbey College Cambridge, we ask the students to set their own targets, which are reviewed by staff and students each half-term.”
“Our approach is responsive to the diverse learning needs of our students, including those with SEND, and is embedded within everyday classroom practice. We aim to create an inclusive learning environment where high-quality teaching supports everyone, rather than adopting approaches
CHILD-CENTRED Every child at Gretton School (top) has a diagnosis of autism; while there are small class sizes at Abbey College Cambridge (above), which has a whole-school strategy for supporting pupils
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