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Our SEND Provision

Our SEND Provision

At Holte School, we are committed to providing a fully inclusive learning environment where every pupil is valued, supported, and encouraged to achieve their full potential. We strive to ensure that all pupils, including those with Special Educational Needs and Disabilities (SEND), can access all aspects of school life, including lessons, social times, enrichment opportunities, educational visits, and extra-curricular activities.

We pride ourselves on delivering high-quality teaching and support through a graduated approach that enables us to meet the diverse needs of our learners.

Universal Support

All pupils at Holte School benefit from inclusive, Quality First Teaching (QFT). This is the foundation of our SEND provision and ensures that teaching is adapted to meet the needs of all learners within the classroom.

Universal support may include:

  • High-quality, inclusive classroom teaching.
  • Differentiated learning activities and resources.
  • Clear instructions and modelling.
  • Visual supports and scaffolds.
  • Adaptations to the learning environment.
  • Access to appropriate technology and resources.
  • Opportunities for peer support and collaborative learning.
  • Alternative methods of recording and presenting work.
  • Strategies that promote independence and confidence.

Quality First Teaching means that:

  • Teachers have high expectations for every pupil.
  • Learning builds on prior knowledge and understanding.
  • Lessons are adapted to ensure all pupils can access the curriculum.
  • Individual strategies are implemented where appropriate.
  • Progress is regularly monitored through ongoing assessment.
  • Barriers to learning are identified early and appropriate support is put in place.

Targeted Support

Some pupils may require additional support beyond Quality First Teaching. Where a specific need has been identified, more personalised interventions may be provided to help address particular barriers to learning.

Targeted support may include:

  • Small group interventions.
  • Literacy and numeracy programmes.
  • Social skills development.
  • Emotional wellbeing and SEMH support.
  • Study skills and organisation programmes.
  • Attendance and engagement support.

These interventions are typically delivered by teachers, teaching assistants, or specialist staff and may take place within or outside of lessons. Progress is carefully monitored to ensure that interventions are having the desired impact and helping pupils make progress towards their individual outcomes.

Specialist Support

Where a pupil continues to experience significant difficulties despite receiving universal and targeted support, additional specialist advice may be sought.

This may involve working with external professionals such as:

  • Educational Psychologists
  • Communication and Autism Team (CAT)
  • Pupil and School Support (PSS)
  • Speech and Language Therapists
  • Occupational Therapists
  • School Health Services
  • Mental Health Support Teams
  • Sensory Support Services

Following specialist advice, a more individualised programme of support may be developed. This may include bespoke strategies, specialist interventions, additional resources, or personalised outcomes tailored to the pupil’s specific needs.

All specialist provision is regularly reviewed to ensure it remains effective and responsive to the pupil’s changing needs.