SEND (Special Educational Needs and Disabilities) at The Stable School
The Stable School values every learner for who they are and recognises the unique strengths, experiences and identities they bring. We welcome and celebrate diversity across culture, religion, background and ways of thinking. Our commitment is to provide an inclusive, emotionally safe curriculum that supports meaningful progress for all learners, whatever their needs, abilities or starting points. Learners deserve to feel understood, respected and supported, and this principle guides all of our practice.
We work proactively to remove barriers to learning by creating predictable routines, accessible resources and attuned relationships. Our aim is to increase both physical and curricular access so every learner can engage, regulate and achieve. All learners are treated as valued members of our community.
Every learner has an Education, Health and Care Plan (EHCP), prepared by the Local Authority in collaboration with our SENDCo, teachers, families, learners and external partners. Teachers review EHCP targets continuously to inform their teaching, monitor progress and adjust provision. This ongoing reflection helps us identify any difficulties that may be affecting regulation, wellbeing or learning, and ensures we can implement timely, appropriate and trauma informed support. This includes diagnostic screening, adaptive scaffolding and regulation focused interventions.
We work closely and compassionately with parents and carers, recognising the essential role they play in their child’s development. We prioritise consistent communication, shared decision making and relational trust, ensuring families feel heard, respected and included in every stage of our provision.
We provide guidance and support for regular (annual or sooner if needed) EHCP reviews, ensuring families have the information, reports and documentation required. Our focus is always on keeping the learner’s needs, voice and wellbeing at the centre of the process. When needed, we arrange assessments or interventions from external agencies and maintain strong collaborative relationships with professionals involved in supporting our learners and their families.
Our adaptive curriculum, support programmes and personalised tasks are designed around each learner’s needs and delivered through Quality First Teaching (QFT). Staff work relationally, using attuned language, predictable routines and trauma informed strategies to help learners feel safe and ready to learn. All staff have access to ongoing professional development in current SEND practice, ensuring they remain confident, skilled and up to date in supporting learners with complex needs.
