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At Radford Academy, we are committed to ensuring that every child can thrive, achieve and feel fully included in school life. We believe that the most effective support for pupils with SEND begins with Quality First Teaching. High-quality, inclusive classroom practice is the foundation of our approach, enabling all children to access a broad, balanced and ambitious curriculum alongside their peers.
Our SEND Approach
Teachers know their pupils well and use adaptive teaching strategies, reasonable adjustments and carefully planned support to meet individual needs. Wherever possible, children learn within their mainstream classroom, benefiting from high expectations, strong relationships and an inclusive learning environment. Additional adults, targeted interventions and specialist advice are used to enhance learning, not replace high-quality teaching.
We follow a graduated approach of:
Assess → Plan → Do → Review
This process helps us identify needs early, monitor progress carefully, and ensure provision remains responsive to each child’s strengths and challenges. Parents and pupils are central to this process and are regularly involved in reviewing support and setting outcomes and targets. Each child with SEND will have a dedicated Pupil on a Page (POAP) document that is updated every 6 weeks to ensure that provision and additional support are constantly under review. These documents provide a holistic overview of each child so that all staff can have a clear understanding of individual needs; this supports with transition so new staff can hit the ground running, ensuring that no time is lost.
Areas of Need
We support pupils across the four broad areas of SEND identified in the SEND Code of Practice:
Specialist Support
Where needed, we work closely with a range of external specialists to ensure pupils receive the right support at the right time. These include:
Support Base – Class 7
For a small number of pupils with the most significant additional needs, Radford Academy offers a Support Base Unit. Class 7 provides highly personalised support, specialist resources and tailored learning opportunities while maintaining strong links with mainstream classes and school life. Pupils remain members of their class and are supported to access mainstream learning whenever appropriate.
Children accessing Class 7 may require support with communication, emotional regulation, independence, sensory needs or life skills. Individual learning pathways are planned around each child’s needs, with the long-term aim of developing confidence, independence and successful participation in the wider school community.
Inclusion and Independence
We celebrate diversity and believe that every child has a valuable contribution to make. Our inclusive ethos ensures that pupils with SEND can participate fully in learning, enrichment activities, educational visits and leadership opportunities. We work to remove barriers to learning and support pupils in developing the skills they need for future success and independence.
Working in Partnership
Effective SEND provision is built on strong partnerships between home and school. We work closely with parents, carers and external professionals to ensure that every child receives the support they need to achieve their full potential. Regular reviews, open communication and shared decision-making are central to our practice.
For further information about SEND at Radford Academy, please contact our SENCO, who will be happy to discuss how we support children with additional needs. Additionally, further information can be found in the below documentation.
Enhanced provision – rationale
SEND Information Report 2025-2026
Inclusion Strategy 2026-2027 (available soon)
The local offer is included in our parent friendly information sheet. If you would like to view the local offer directly please click on the link below:
