Special Educational Needs and Disabilities (SEND)
Why Inclusion Matters at Ravenbank
Inclusion means making sure every child feels welcome, supported and able to succeed at school. This means responding to each child’s individual needs, regardless of whether they have a formal diagnosis; we teach to the child, not the label. This approach is especially important in the current climate, where NHS waiting times are incredibly lengthy and private assessments are costly, ensuring no child is left without the help they need to thrive.
When children feel included, they are more able to:
Take part in learning in a way that works for them
Feel safe and confident
Build friendships and feel they belong in their classroom
By understanding each child’s individual needs and responding with care, patience and consistency, we build strong, trusting relationships. This helps children feel seen, heard and safe, which allows them to learn and thrive.
Our Approach to Inclusive Teaching
Whilst every student is unique, the core mental processes involved in learning - how we pay attention, process information and build understanding are consistent across individuals. Focusing on these shared mechanisms doesn't ignore individual differences, it allows us to design core instruction that is effective for the widest possible range of students from the start. This shifts the focus from viewing children through the lens of individual deficits towards strengthening provision based on shared needs.
By strengthening universal foundation, the needs of children who require support beyond universal provision are able to be effectively supported through adaptations.
Adapt Minimally and Appropriately
The principle of minimal adaptation encourages leveraging high-quality core instruction and accessible design first. When these are insufficient, adaptations should be carefully chosen based on the specific barrier and may entail revised curricular goals. These adjustments should be precisely targeted and proportionate; regularly reviewed for effectiveness using formative assessment, ideally faded as the child develops knowledge and skills.
Inclusion by Design
Lessons and classrooms are designed so all children can access learning and feel they belong.
We hold high, but realistic, expectations for every child and support them to succeed in ways that work for them.
Inclusion is a shared responsibility across the whole school — every adult who works with your child takes time to understand and support their needs.
By building strong, inclusive teaching into everyday practice, we create an environment where all children benefit and no child feels singled out or left behind.
Inclusive Practice Has Two Parts:
1. High-quality whole-class teaching that supports most pupils
2. Targeted adaptations for pupils who need them
Both happen within the classroom.
Making Lessons Accessible
Accessible lessons are designed so children can see, hear and understand what is being taught.
This means:
Using clear, easy-to-read fonts and layouts
Keeping slides and resources simple and uncluttered
Making sure children can see and hear clearly
Creating calm learning spaces with minimal visual clutter, which helps children focus and feel less overwhelmed
By making lessons accessible from the start, we reduce cognitive load and support children to feel confident, calm and ready to learn.
Accessible Lessons Are Understandable
We make sure lessons are explained in ways children can understand, follow and feel confident with.
This includes:
Using clear, simple language
Taking time to explain new or tricky vocabulary
Breaking instructions into small, manageable steps
Showing children what to do through modelling and examples
Regularly checking understanding and offering support when needed
This approach helps children feel less anxious, more confident, and better able to take part in learning — knowing they are supported every step of the way.
Accessible Lessons Are Doable
We want every child to feel that learning is achievable and within their reach. This means making tasks manageable and providing support where needed.
Lessons are broken into manageable steps, so children don’t feel overwhelmed.
Scaffolds and support are provided when needed. For example, sentence starters, visual guides, or adult guidance.
Children are given enough time to process information, think, and respond at their own pace.
Resources and equipment are available to help children succeed, whether that’s reading support, manipulatives for maths, or sensory tools.
By making learning doable, children should feel confident, capable, and motivated to participate, knowing they will get the support they need to succeed.
Strategies in the Classroom
To ensure all children are engaged in lessons we use:
Mini whiteboards
Turn and talk
Cold calling
Choral response
All hands up
Track with a rule
Flexible Grouping
We organise children into different groups depending on the task, so everyone can take part and learn in the way that suits them best.
•Groups change regularly to match the activity or skill being learned.
•We avoid fixed labels, so no child is defined by their ability.
•Group work encourages collaboration, helping children build friendships, share ideas, and learn from each other.
This approach helps children feel included, valued, and confident in their learning.
Policies and Procedures
We believe that we have in place clear guidelines, policies and procedures to ensure that any pupil who has special educational needs is identified at the earliest opportunity, and then receives the additional support and help that they are entitled to. Our SENDco, Mrs Stanley, works closely with class teachers and families to ensure the correct provision and support is available to all pupils with special educational needs or is on the pathway towards this.
Who to contact first
If you have concerns about your child's progress in any area, the first point of call is always their class teacher. They will know their educational journey and will be able to discuss what support is already in place and what else we can do to support your child. Your child's teacher will seek advice from the SENDco where required.
SEND Code of Practice
Click here to view the SEND Code of Practice
SEN Local Offer
The purpose of the Local Offer is to provide information for parents and young people, in a single place, to help them understand what services they and their family can expect locally, including cross authority boundary and how to access them. These include: early years settings, schools (including academies and free schools), colleges, health, social care and social/leisure. The Local Offer also includes guidance for parents and young people when they need to speak with practitioners and professionals. It also includes information on giving feedback, raising concerns and making complaints.
The Local Offer has two key purposes:
To provide clear, comprehensive and accessible information about the provision expected to be available; and
To make provision more responsive to local needs and aspirations, by directly involving children and young people with SEN, parents and carers, and service providers in its development and review.
Please find below the link to the Warrington Families website for the Local Offer.
https://www.warrington.gov.uk/local-offer-send
http://search3.openobjects.com/kb5/warrington/fsd/results.page?qt=ravenbank&term=&sorttype=relevance
Children with Special Educational Needs and Disabilities
Click to view the Special Education Needs and Disability Guide
Accessibility Plan
This can be viewed on our policies page.
ADDvanced Solutions
ADDvanced Solutions Community Network encourages, equips and empowers children, young people and their families living with neurodevelopmental conditions, specific learning difficulties and associated mental health needs. Click on the link below to view their website.