At our school, we believe that every child deserves access to a rich, ambitious, and fulfilling curriculum. Inline with the SEND Code of Practice and the summary of recommendations from the 'Special Educational Needs in Mainstream Schools' EEF guidance report, we believe in the importance of: 

1. Create a positive and supportive environment for all pupils without exception.

2. Build an ongoing, holistic understanding of your pupils and their needs.

3. Ensure all pupils have access to high-quality teaching.

4. Compliment high quality teaching with carefully selected small-group and one-to-one interventions. 

5.  Work effectively with teaching assistants. 

Adaptive teaching is at the heart of what we do. We continuously monitor our pupils' progress, allowing our teachers to make real-time, informed decisions to adapt methods, resources, and activities to meet individual needs as they arise.

To ensure every child receives the right level of support, we use a structured Three-Tiered Approach. This webpage outlines how we bring this framework to life in our classrooms every day.

Tier One: Universal In-Class Support (High Quality Adaptive Teaching)

Who is it for? All students, across all subjects.

Our Tier One support focusses on creating a consistent, predictable, and highly structured learning environment. By establishing school-wide routines, we significantly reduce cognitive load, allowing pupils to focus 100% of their energy on learning.

• Whole-School Consistency: From EYFS through to Year 6, our teachers utilise the Teach Like a Champion (TLAC) instructional approach. This ensures clear, predictable teaching methods in every classroom.

• The Adaptation Toolkit: Teachers use a robust toolkit to adapt the National Curriculum in real-time. This includes the strategic use of visual timetables, scaffolded writing frames, dual-coding (pairing words with visuals), and mini-whiteboards for immediate feedback.

• Inclusive Environments: Every classroom is designed to be communication-friendly, featuring clear labelling, organised layouts, and dedicated calm zones to support emotional regulation.

Tier Two: Targeted Support (Short-Term Interventions)

Who is it for? Students who need a temporary, targeted boost to close specific learning gaps.

Tier two builds directly upon our universal provision. When assessment data shows a child needs additional help, we implement precise, small-group interventions to get them back on track.

• Fluid and Dynamic Groupings: Tier two interventions are never permanent tracks. Pupils enter and exit these groups fluidly based on our half-termly academic assessments.

• Time-Bound Blocks: Interventions run in structured, high-impact 6-to-8 week blocks, complete with pre and post intervention monitoring to measure exact progress.

• Specialist & Targeted Programmes: Examples of our Tier Two provisions include:

  • Small-group phonics focus sessions.

  • Small-group string music lessons (5–6 pupils) to build coordination and confidence.

  • Our Specialist Teacher Model, which reduces group sizes for highly focused core instruction.

  • Evidence-based social and emotional interventions, such as Lego Therapy and targeted academic tuition.

• Pre-Teaching: Teachers frequently preview key vocabulary and core concepts with Tier Two learners before the main lesson, ensuring they feel confident and ready to participate alongside their peers.

Tier Three: Individualised Support (Intensive Intervention)

Who is it for? Students with complex, long-term, or highly specific Special Educational Needs (SEN).

Tier Three support is deeply personalised and tailored to meet the unique needs of students requiring intensive, highly individualised intervention. This level of support is guided by formal SEN Support Plans or Education, Health and Care Plans (EHCPs).

• 1:1 Highly Focused Support: This includes intensive 1:1 phonics tuition to target specific gaps in reading and decoding, alongside dedicated Speech and Language (SAL) interventions.

• External Specialist Collaboration: We work hand-in-hand with external professionals to design and refine our Tier Three strategies. This includes regular consultation with Educational Psychologists, NHS Speech and Language Therapists, and Occupational Therapists.

• Co-Produced Targets: We believe in partnership. All Tier Three individual targets are co-produced alongside parents, specialists, and the pupils themselves. These are formally reviewed every half-term to celebrate successes and recalibrate goals.

• Bespoke Accommodations: Beyond academics, we provide physical and sensory adaptations, such as personalised visual schedules, individual learning workstations, and planned sensory or movement breaks to support daily well-being.

Data, Assessment, and Impact

We understand that pupils with SEND may work at a different pace than their peers. Because of this, we track achievements toward individual SEN Support Plan targets on a strict half-termly basis, sharing these updates directly with parents.

To maintain high expectations and ensure no child is left behind, all SEND pupils complete the same standardised school assessments (PIRA, PUMA, and GAPS) as their peers, with any necessary access arrangements put in place. Our ultimate goal is simple: ensuring all pupils make excellent progress from their unique starting points, close learning gaps, and experience consistent, joyful learning across every single subject.

You can find our SEND policy on our policy page here and the SEND Code of Practice here. 

 Please visit this page to view what services are available in Harrow to support children with SEND.