SEN
Education Plans. St Faith’s also has a dedicated emotional literacy support assistant, or ELSA, whose work with pupils includes fostering positive mental health. “Pupils learn essential skills to manage their emotions and build resilience in a safe and supportive environment,” says Sophie Buchanan. Breaking down barriers For King’s College School, inclusion means providing an excellent education for every pupil, which can be different for each child. “Some might have the capacity to excel academically, but need support and encouragement to do so,” says Ian Barker- Sherry. “It’s our responsibility to make sure that every pupil accesses the level of learning and support that is right for them. For pupils with SEND or EAL (English as an additional language) needs, excellence is about creating support structures that enable them to engage fully in the rich curriculum on offer, and in the wider life of the school, without their defined needs becoming a barrier.” In-house specialist teachers and assessors can identify a range of additional needs and respond as required. “Once a child’s need has been identified, we then work out how to adapt and change what we do as teachers, to ensure they can fully demonstrate their understanding,” says Ian. “It isn’t about labelling a child as having needs, it’s about describing and understanding those needs so that everyone involved in supporting them can work out how best to do so.” High expectations for pupils and a foundational belief that ‘all pupils
RIPPLE EFFECT Teachers at Gretton (above) and Kimbolton (left) say that managing support and inclusion properly benefits everyone, not only children with learning difficulties
can achieve, whatever their context or experience’ also underpins the philosophy at Kimbolton School, where support is similarly well thought-out, with a range of approaches and adjustments to reduce barriers and allow students to access the curriculum and thrive. All for one and one for all Schools emphasise that, when inclusion is managed whole-heartedly, it benefits everyone – not just those pupils with additional needs. “Inclusion improves relationships and school culture,” says Kate Latham at Kimbolton School. “It demands kindness – our key school value – and strengthens our diverse community.” It also means pupils learn better. “When barriers are removed, whatever they might be, pupils can better engage and achieve.”
It’s a perspective shared by Louise Wakefield from St Faith’s. “Our philosophy is simple: what helps one helps many. Many strategies to support pupils with SEND or EAL make learning clearer, calmer and more engaging for everyone.” As she emphasises, inclusion is about relationships, reflection and respect, not labels. “When children feel safe, happy and understood, learning follows naturally.”
GETTING HELP If you think your child may have special educational needs, contact the SEN co-ordinator (SENCO) at your child’s school or nursery – or your local council if your child is not at a school.
CAMBSEDITION.CO.UK DECEMBER 2025 71
Powered by FlippingBook