SEND and Inclusion at Green Lane Primary Academy
“Supporting every child to stay regulated, access learning and thrive.”
At Green Lane Primary Academy, inclusion is central to how we work every day. We are committed to ensuring that all pupils, including those with special educational needs and disabilities (SEND), those who are disadvantaged, and those who may face other barriers to learning or wellbeing, receive the support they need to succeed.
We believe that with high expectations, early and accurate identification, and the right support at the right time, every child can make progress academically, socially and emotionally.
Our Inclusive Approach
The most effective inclusion begins with everyday high-quality inclusive teaching. At Green Lane, this means:
- ambitious learning for all pupils
- calm, predictable and responsive classrooms
- adaptive teaching that responds to pupils’ needs in the moment and reduces barriers before individual adaptations are needed
Where children need additional support, we respond quickly and thoughtfully, always with the aim of helping them to remain part of their class and school community.
Working in Partnership with Families and Professionals
We value the knowledge, insight and aspirations of parents and carers. We work closely with families to understand each child’s strengths and needs, to agree next steps, and to review progress together.
We also work collaboratively with a wide range of external professionals, including speech and language therapists, educational psychologists, health professionals, specialist outreach teams and local authority services. When specialist advice is provided, we ensure it is understood, implemented consistently and reviewed, so it makes a meaningful difference for the child in school.
Our Universal Offer: Ordinarily Available Provision
Before a child needs individualised SEND support, we make sure strong universal provision is in place as part of Quality First Teaching at Green Lane.
Our Ordinarily Available Provision (OAP) sets out the strategies, routines and adjustments that should be available in every classroom to help pupils:
- stay regulated
- access learning
- build independence
- thrive socially and emotionally
This ensures a consistent and equitable offer across the school, so children experience the same inclusive approach regardless of class or phase.
Identifying Needs and Reducing Barriers
We prioritise early identification and do not wait for needs or barriers to learning to become entrenched. Staff are skilled in noticing small changes, emerging patterns or signs that a child may need additional support.
Early identification is supported through:
- strong knowledge of pupils
- regular monitoring of progress and wellbeing
- open communication with parents
- use of assessment, observation and pupil voice
When concerns arise, staff build a holistic picture of the child, considering learning, communication, regulation and wellbeing, so support can be put in place swiftly and effectively.
We recognise that barriers to learning may include:
- cognition and learning needs
- communication and interaction needs
- social, emotional and mental health needs
- sensory or physical needs
- attendance or safeguarding factors
How we Support Children Step by Step
Children do not all learn or develop in the same way, and sometimes they need a little extra help to succeed. At Green Lane, we use a clear four-step approach to ensure support is timely, purposeful and reviewed carefully.
Support always builds on what a child already does well and aims to increase confidence, independence and access to learning over time.
Step 1: High-quality teaching for all children
Every child benefits from clear routines, supportive classrooms and adaptive teaching that helps them stay regulated and access learning. Many needs can be met at this stage through small adjustments, flexible teaching approaches and use of the Ordinarily Available Provision.
Step 2: Extra support when a child needs it
If a child needs more help, we may put in short-term, bespoke support. This could include small-group work, targeted interventions or additional adult check-ins. Parents are kept informed, and where appropriate we may seek guidance from external professionals to help shape next steps.
Step 3: SEND Support
If a child needs ongoing support, they may receive SEND Support. A bespoke SENDSupport Plan is written for the child, with clear outcomes and termly reviews with parents. This helps everyone understand:
- what support is in place
- what we are working towards
- how progress will be measured
The overall aim of SEND Support is to reduce barriers, strengthen independence and help pupils access learning alongside their peers.
Step 4: Education, Health and Care (EHC) assessment
For a small number of pupils, further assessment may be needed to fully understand their needs and the provision required. This is always done in close partnership with families and external professionals.
Across all stages, we use the Assess – Plan – Do – Review cycle to ensure support is effective and adjusted when needed.
The Inclusion Team
Inclusion is everyone’s responsibility at Green Lane. Alongside this, we have a skilled Inclusion Team made up of staff from across the school who:
- champion inclusive practice
- support consistency across phases
- act as points of contact for colleagues and families
- work closely with external professionals
- help ensure inclusive approaches are understood and embedded across the school
This team plays a key role in strengthening practice, sharing expertise and ensuring pupils experience a coherent and joined-up approach.
Admissions and Accessibility
Green Lane Primary Academy is committed to inclusive admissions. We work to remove barriers wherever possible and consider reasonable adjustments carefully, in partnership with families and professionals, to ensure pupils can access education safely and successfully.
Talk to Us
If you have concerns about your child’s learning, communication, wellbeing or regulation, please speak to your child’s class teacher in the first instance. We are always happy to listen, work collaboratively, and agree next steps together.
SEND Information Report
As required by legislation we publish a SEND Information Report which is regularly updated. The report outlines our complete offer for children with Special Educational Needs or Disabilities. Please click on the link below to access this report.
