SEND
Welcome to Our SEND Information Page
At our school, every child is valued, nurtured and supported to achieve their full potential. We are committed to creating an inclusive environment in which all children feel safe, respected and able to thrive—academically, socially and emotionally.
We recognise that children develop at different rates and may need additional support at various stages of their learning journey. Our approach ensures early identification, high‑quality support, and strong partnerships with families.
Our Inclusive Approach
Inclusion is at the heart of everything we do. We ensure that every child:
- Is welcomed, respected and celebrated as an individual
- Has access to a broad, balanced and engaging curriculum
- is supported through high‑quality teaching and adaptive strategies
- Learns in an environment that promotes independence, confidence and a positive sense of self
- Experiences learning that builds on strengths and interests
We believe that inclusion is not an add‑on—it is a whole‑school commitment to meeting the needs of all learners.
Early Identification
Identifying additional needs early helps us provide timely, effective support. Our early identification process includes:
1. Ongoing observation and assessment
Teachers observe learning behaviours, progress and development from the moment children start school.
This may include:
- Speech, language and communication skills
- Social interaction and emotional wellbeing
- Fine and gross motor development
- Early literacy and numeracy skills
2. Working closely with parents and carers
You know your child best. We value your insight and encourage open conversations about your child's development, strengths and any concerns you may have.
3. Targeted support
If a child is not making expected progress or appears to need additional help, we put early interventions in place. These may include:
- Small‑group support
- Individualised tasks
- Visual supports and communication tools
- Adjustments within the classroom environment
4. Using a graduated approach
We follow the Assess – Plan – Do – Review cycle:
- Assess: Understanding the child’s needs
- Plan: Agreeing support strategies
- Do: Implementing support
- Review: Evaluating impact and planning next steps
This cycle ensures support remains responsive and tailored.
Working With Specialists
Where needed, we work with external professionals to better understand and support a child’s needs, such as:
- Speech and Language Therapists
- Educational Psychologists
- Early Years Inclusion Teams
- Occupational Therapists
- Specialist Teaching Services
We always discuss this with parents before any referrals are made.
How We Support Children With SEND
Support may include:
- Adapted teaching and resources
- Additional adult support
- Play‑based and sensory activities
- Individual learning plans
- Visual timetables and communication aids
- Small‑step progress monitoring
Our aim is to ensure children feel confident, successful and fully included in school life.
Working in Partnership With Families
Parents and carers play a vital role in their child’s learning. We ensure:
- Regular communication and review meetings
- Shared strategies between home and school
- Support in navigating SEND processes and services
- A welcoming and open‑door approach for any questions or concerns
Our SENDCo
Mrs Richards
📧 SENDCo@yaxley.cambs.sch.uk
Our Special Educational Needs and Disabilities Coordinator (SENDCo), Mrs Richards, works closely with staff, families and external agencies to ensure that every child receives the support they need to thrive. She leads the coordination of SEND provision across the school, helping to identify and remove barriers to learning so that all children can achieve their full potential.
To read a more detailed information about how we approach SEND at Yaxley Infant School- Click here.
Helpful policy's and other information:
Special Educational Needs Policy