Addey & Stanhope aims to be an inclusive school by working towards an ethos of Quality First Teaching.  Teaching and learning is of a high standard and focused on enabling all students to access a broad and rich curriculum to foster independent learning and develop life long skills.  Work is differentiated for students  with SEND to ensure that teaching and learning is at the appropriate level for their individual needs. 

We believe that CYP achieve at their best if they feel safe, healthy, confident and happy and therefore we do our best to support all our students to develop good self esteem and personal fulfilment.

At our school we have a Special Educational Needs Coordinator (SENCo) and she manages a team of SEND teaching staff, Teaching Assistants, and a very small team of Therapists.  Our SENCo oversees the assessment of the needs of our students and plans appropriate support and interventions.  The SENCo coordinates liaison through our internal Inclusion Steering Group with a range of external professionals and ensure that recommendations and advice from those professionals is implemented and reviewed.  The SENCo, in liaison with staff, will also identify students  who may be eligible for additional support throughout their education and in public exams. 


Provision to facilitate/support access to the curriculum/independent learning:

  • Contact with Primary schools and previous schools to share information
  • Sharing information at Secondary Transfer day
  • Setting aspirational targets and continuous review of progress through for example -  weekly Inclusion meetings/Progress Meetings
  • Regular reviews of progress which  feed into Parents Evening

Access to a supportive environment:

Based on the students’ individual needs we can offer a range of resources including access to:

  • Information Communication Technology
  • Visual aids
  • Mentoring

Strategies to support/develop Literacy (reading, writing, spelling):

We offer a range of targeted interventions that are additional to and different from our  Quality First Teaching, based on assessment of the individual needs of our students :

  • In class, small group and individual support
  • Phonics based programmes
  • Writing frames
  • Key word lists, word banks and personalised dictionaries
  • Visual aids
  • SLCN interventions

Strategies to support/develop Numeracy

We offer a range of targeted interventions that are additional to and different from our  Quality First Teaching, based on assessment of the individual needs of our students:

  • Specific maths programmes e.g. My Maths
  • Maths Homework Club run by  staff

Strategies to support positive behaviours/social skills/emotional development:

Consistent whole school implementation of our school’s behaviour policy

  • Pastoral Support Plans
  • Individual support from our Learning Mentor
  • Home-School Planners to help liaise closely with parents/carers
  • Reconciliation approaches
  • Peer mentoring
  • Intervention space Impact on Behaviour Centre
  • Referral to external professionals e.g. New Woodlands Outreach Team, Educational Psychologists, Child and Adolescent Mental Health Service (CAMHS)

Support/Supervision at unstructured times of the day including personal care:

We have a range of resources and facilities to support students at unstructured times of the day including:

  • Breakfast Club
  • Library activities
  • Lunchtime Club

Strategies/Programmes to support Speech/ Language; Language and Communication Skills:

Identification of students with possible speech and language difficulties is followed by referral to appropriate professionals.  Advice and recommendations from those professionals is then implemented and includes 

  • Increased use of visual strategies
  • Staff training
  • Speech and Language Therapy

Strategies/Programmes to support students  with Occupational Therapy/Physiotherapy Needs:

  • Assessment by and advice from an Occupational Therapist (OT) on referral
  • Implementation of individual OT/physiotherapy support and intervention programmes by allocated school staff for those children in receipt of these services
  • Provision of support resources such as, scissors, pencil grips, where required

Access to medical interventions:

  • Liaison with our School Nurse to draw up care plans for children with medical issues
  • Liaison with medical professionals e.g. GPs, hospital consultants and mental health practitioners, providing ongoing advice or treatment to children in the school
  • Training for staff based on the specific medical needs of students as these arise
  • Individual protocols for children with significant medical needs
  • Implementation of risk assessments
  • Key staff through the school trained in First Aid

Engagement with Parents/Carers:

Our school operates an open door policy where parents are welcome any time to make an appointment to meet with either the class teacher or Inclusion Manager /SENCo to discuss their child’s progress.  We believe that a child’s education should be a partnership between parents, teachers, and the children themselves.  Therefore we:

  • Hold regular  progress meetings with parents/carers to discuss the students needs, support and progress
  • Share professional reports with parents/carers
  • Write a provision plan for some children with SEND that sets out what support they will receive.  Parents are given a copy and the plan is discussed with parents on a termly basis.
  • Meet with parents/carers of children with a statement of SEND or an Education Health and Care Plan on a termly basis to discuss provision, support and progress.

Arrangements for specialist expertise from outside the school:

Our school has access to support from a range of external professionals and may source that support based in the individual needs of our students.


As required by the Equality Act 2010, our school makes reasonable adjustments to ensure equal opportunity all our students.  This includes provision of auxiliary aids and services.

The information in this School’s Offer is correct at the time of publication and will be subject to change.


SEND Report

SEND Policy

Accessibility Plan