SEN
“A well-thought-out approach is all about removing barriers so every child can access the curriculum and thrive. Schools stress that when inclusion is managed whole-heartedly, it benefits everyone”
Where support is needed, it’s tailored to the individual child, avoiding labels so children don’t feel different to their peers. Smaller class sizes and an adaptable way of teaching – sometimes with a greater focus on projects, for example – can help, and class or form tutors will often take a leading role in planning, initiating and reviewing support. There might be sessions with experienced learning support teachers or other specialist staff, such as an ELSA
(emotional literacy support assistant) who helps pupils foster positive mental health and build resilience. Schools also stress that, with or without a diagnosis or formal support, children won’t be held back from doing the best they can. Many very academically able children who also need support will get the encouragement they need to excel. That can also be the case when children attend a more specialist setting where every pupil has a formal diagnosis and a higher level of support, often funded by local authorities through an education, health and care plan (EHCP). While these pupils simply cannot cope in a larger school for neurotypical children, that’s not to say that they aren’t capable of high-level academic success. Here too, it’s all about a holistic approach that helps learners grow and develop, and involves family, pupils and school staff all working together. A well-thought-out approach is all about removing barriers so every child can access the curriculum and thrive. Schools stress that when inclusion is managed whole-heartedly, it benefits everyone – not just pupils with additional needs – improving relationships and encouraging kindness. After all, we all do better when we feel safe, happy and understood – and that applies to children, too.
10 SPRING/SUMMER 2026
Powered by FlippingBook