Special Educational Needs & Disabilities (SEND) & Learning Support
Special Educational Needs & Disabilities (SEND)
XIC's SEND Policy and Code of Practice 2026/27 describe how the school identifies, assesses, supports and reviews pupils' needs. The aim is to remove barriers to learning and participation, provide access to a broad and balanced curriculum, and help every pupil achieve their best academically, socially and emotionally. Families and pupils are partners in this process.
SEND refers to a learning difficulty or disability that requires educational provision additional to, or different from, that usually offered to pupils of the same age. Needs can arise at any stage, be temporary or longer term, and change as pupils develop or respond to support. High-quality, personalised teaching meets most pupils' needs; some require further adjustments or support.
Areas of need
- Communication and interaction: including autism and speech, language or communication difficulties.
- Cognition and learning: including dyslexia, dyspraxia, dysgraphia, dyscalculia and other learning difficulties.
- Social, emotional and mental health needs: including difficulties affecting wellbeing, behaviour or learning, and ADHD-related needs.
- Sensory and/or physical needs: including visual or hearing impairments, processing difficulties and medical conditions such as epilepsy.
- Moderate, severe, profound or multiple learning difficulties are also listed in the policy; the provision needed and the school's capacity to meet it are considered individually.
If you are concerned about your child's learning
Discuss your concerns with your child's class or subject teacher. Concerns can also be raised by teachers or external professionals. Share what you notice at home and any relevant assessments, medical information or specialist advice so the school can build a clear picture of your child's strengths and difficulties.
Identification draws on teacher observations, classroom and standardised assessments (including CATs), progress tracking, pupil-progress meetings, previous attainment, transition handovers, parent discussions and external referrals. A concern may involve slow progress, a need for more support than peers, or achievement that does not reflect a pupil's ability. An assessment result is considered alongside other evidence, not in isolation.
The first response is high-quality teaching targeted to the area of difficulty, with differentiation and appropriate teaching strategies. The SEND team may observe the pupil informally and suggest classroom strategies. Early discussions with families and pupils clarify strengths, difficulties, parental concerns, agreed outcomes and next steps; these discussions are recorded in the pupil's record.
The graduated approach: Assess, Plan, Do, Review
Assess
The teacher and SENCo analyse needs using observations, assessments, progress and attainment, development, family experience, pupil views and relevant professional advice.
Plan
Agree desired outcomes, support strategies and adjustments, and record clear targets in an Individual Education Plan (IEP).
Do
Teachers and relevant support staff put the agreed strategies into practice, linking support to classroom learning.
Review
Evaluate progress and the impact of support with families and pupils, then adjust provision and set next steps.
Individual Education Plans & family reviews
IEPs use SMART targets: specific, measurable, achievable, relevant and time-bound. Plans are reviewed at least 3 times per year and always before moving to a new year group. The class teacher has a meeting or telephone call with parents each term to summarise progress, set new goals and include family feedback in the support plan.
The pupil's views are considered wherever possible, including their aspirations and experience of support. The teacher shares relevant IEP information with parents and staff who need it. Staff working with the pupil are made aware of their needs, desired outcomes and agreed teaching approaches.
Classroom support & reasonable adjustments
- Differentiated teaching, flexible grouping, adapted lesson content and resources, and support from teachers or teaching assistants according to need.
- Longer processing time, pre-teaching key vocabulary, reading instructions aloud and alternative ways to record work.
- Recommended aids such as laptops, coloured overlays, visual timetables, larger fonts, assistive technology or communication aids where appropriate.
- Reasonable adjustments to support curriculum access and participation, with inclusion wherever possible and no less favourable treatment because of SEND.
Exam access arrangements are considered according to individual needs; the policy includes extra time and a quieter environment as possible adjustments, not an automatic entitlement for every pupil. Discuss the appropriate arrangements with the school.
Scope of support & privately arranged provision
Teachers and teaching assistants may offer individual or small-group support within classroom provision. The SEND Policy states that school does not provide dedicated 1:1 or small-group intervention support. School can support families who wish to arrange this privately. Recommended external specialists are at private cost to parents. Discuss the required support and arrangements with school before commissioning a service.
Who coordinates and delivers support?
- The SENCo / SENDCo coordinates day-to-day provision, advises staff, works with families and external agencies, maintains SEND records and the register, and coordinates planning, reviews, resources and transitions. The SENCo does not deliver interventions; this is the role of other staff.
- The Headteacher has overall responsibility for SEND provision and pupils' progress and works with the SENCo on the school's approach and responsibilities.
- Class and subject teachers remain responsible for every pupil's progress, inclusive teaching, IEP targets, implementing strategies and evaluating support with assistants, specialists and the SENCo.
- Pastoral staff support wellbeing, relationships, bullying concerns and academic difficulties, liaising with the SENCo or external specialists when further support is needed.
External professionals
- Educational psychologists assess learning difficulties or ADHD-related concerns and support emotional, behavioural, developmental and social needs, including guidance for families.
- Speech and language specialists support identification, inclusive communication, staff strategies and communication aids or augmentative and alternative communication (AAC) where appropriate.
- Dyslexia, dysgraphia and dyscalculia specialists advise on identification, strategies, assistive technology and alternative recording methods, supporting confidence, self-esteem and independence.
- Where multi-agency support is needed, the SEND team shares recommended local specialists with parents and liaises by email, telephone and meetings. External professionals, including therapists, psychologists or privately provided 1:1 workers, may be invited into school to advise on support; meetings with teachers are arranged where possible.
Complex medical needs & Health Care Plans
For pupils with complex needs requiring medical adjustments, school implements and reviews the provision specified in the Health Care Plan. Reviews take place annually, involving parents and relevant professionals. Keep school informed about relevant health needs and changes so learning and care arrangements remain coordinated.
More able & talented pupils
The policy also covers pupils who consistently work significantly above age-related expectations in a curriculum area. Their progress is tracked individually, with additional challenge, extension tasks and provision to develop their skills. High ability does not rule out a learning difficulty: concerns are considered when achievement does not reflect ability.
Transitions, progress & the right setting
The SENCo works with future education providers to support informed choices and smooth transitions. Provision is monitored through progress towards IEP targets, regular reviews, staff monitoring and feedback from families and pupils. Staff receive SEND-related training and seek specialist advice where needed.
If school considers it cannot meet a child's support needs, the SEND Policy states that it may suggest an alternative educational setting. Families should discuss the child's needs, available provision and next steps with school.
Questions or complaints about SEND provision
Raise complaints about SEND provision with the class teacher and/or Headteacher in the first instance. Concerns are then handled through the school's Complaints Policy. Regular communication and family involvement in reviews help ensure agreed support remains clear.
Policy framework & review
The SEND Policy references the SEND Code of Practice 0–25 Years, the Children and Families Act 2014, SEND Regulations 2014 and Equality Act 2010 as its framework. It works alongside school policies on safeguarding, positive relationships and behaviour, PSHEE, teaching and learning. Both XIC SEND documents are reviewed annually.
