At Nanstallon, we believe every child is known, valued, belongs, and thrives.
Supporting Pupils with SEND at Nanstallon
We are committed to ensuring every child can access, engage with and succeed in our curriculum. We believe that secure foundational knowledge, strong relationships and personalised support are the keys to unlocking confident and independent learning for every pupil, including those with Special Educational Needs and Disabilities (SEND).
Our approach to SEND is rooted in the belief that adaptive teaching, sensory-aware and neuro-affirming practice enable all learners to develop and apply knowledge successfully. Pupils learn best when teaching is structured around what they need to know, remember and use independently, and when support is expertly matched to their starting points, including their sensory, neurodivergent and regulation needs.
What We Mean by Adaptive Teaching
Adaptive teaching ensures that all pupils can access the curriculum, engage meaningfully and demonstrate their learning accurately and independently. It is about creating the conditions in which children can succeed.
Adaptive teaching involves thoughtfully adjusting how learning is presented and supported, while maintaining high expectations for all pupils. This may include:
- breaking complex learning into manageable, clearly sequenced steps
- using visual scaffolds and structured prompts to support understanding
- utilising technology-based tools to enhance access and independence
- providing multisensory and kinaesthetic approaches to strengthen learning and memory
- supporting sensory regulation through movement, calm spaces and sensory tools
- providing timely pre-teaching of content to build familiarity and confidence
- gradually withdrawing adult support as pupils become more confident and secure
Through adaptive teaching, pupils are supported to regulate effectively, build secure foundational knowledge and apply their learning with increasing independence and accuracy.
Foundational Knowledge for All Learners
We know that secure foundational knowledge in areas such as reading, writing and mathematics enables pupils to access more complex learning and feel confident in the classroom. To support this:
- phonics and spelling are explicitly taught and practised (e.g. through Supersonic Phonic Friends and Supersonic Spelling Stars)
- handwriting, sentence structure and foundational sentence accuracy are taught progressively
- maths fluency and number sense are strengthened through sequenced practice and reinforcement
We identify the essential building blocks of learning for every year group, and use this shared understanding to plan, teach, adapt and assess learning for all pupils.
How We Support Pupils with SEND
Each child with SEND has access to the universal curriculum and is supported through a combination of:
- Classroom Adaptations
Teachers use adaptive approaches so that pupils can access the same curriculum as their peers. These might include visual supports, scaffolded questioning, additional practice opportunities or sensory regulation strategies. - Technology to Support Learning
Our use of technology promotes inclusion without singling pupils out. This includes:
- iPads for digital journals, personalised feedback and reflection
- text-to-speech and audio support for reading and writing
- visual scaffolds and digital organisers to support planning and sequencing
- IT platforms / APPs to revisit learning in visual or audio formats
We describe this as Invisible Inclusion; technology that subtly supports pupils without drawing attention to difference.
- Personalised Interventions
Where needed, pupils may access targeted support that focuses on specific gaps in foundational knowledge. These interventions are planned, reviewed and linked directly to classroom learning so that progress is cohesive and meaningful. - Collaborative Support Plans
For pupils with higher levels of need, we develop personalised plans that include specific outcomes, strategies and success criteria. These plans are shared with families and reviewed regularly.
Working Together with Families
We recognise that you know your child best. Partnership with parents and carers is central to our SEND practice. We work together to:
- share information about what works best for your child
- agree on goals and strategies that support learning at school and at home
- review progress and adapt support in response to what is working
We communicate clearly and regularly so that you are involved in decisions about your child’s learning.
We also signpost families to external support, including the Cornwall Neurodiversity Hub, which provides information, guidance and resources for parents and carers of neurodivergent children.
Chill and Chat
‘Chill and Chat’ is a monthly parent-led support group for families with young children, including those with neurodiverse needs. The group aims to offer a safe, non-judgemental space where parents can support one another, share practical strategies, and promote wellbeing and positive routines at home.
Monitoring and Reviewing Progress
Pupil progress is monitored continuously through:
- teacher assessment
- planned review meetings
- book looks and case sampling
- pupil voice and conferencing
- adaptive teaching evaluations
Where progress indicates a need to refine support, we work collaboratively with staff and families to adjust provision so that pupils continue to build secure, transferable knowledge and increasing independence.
Further Information
How We Teach Dyslexia: A Guide for Parents, Staff & Governors
Useful External Links
The Neurodiversity Hub offers a clear, accessible breakdown of every area of neuro‑development, giving parents practical tools, lived‑experience insights and specialist advice all in one place.
Linked Policies
Who to Contact
The contact for Special Educational Needs and Disabilities at Nanstallon School is:
Ben Stephenson (SENDCo)
National Professional Qualification in Leading SEND (NPQSEN)
Email: head@nanstallon.cornwall.sch.uk
Laura Dearing (SENDCO Assistant)
Email: ldearing@nanstallon.cornwall.sch.uk
We also have a growing team of staff undertaking additional SEND qualifications to strengthen whole-school inclusion and expertise.
Looked After & Post Looked After Children (LAC & PLAC)
Every child deserves the best start in life. Research shows that Looked After Children and Previously Looked After Children have a high level of needs stemming from their experiences.
- If your child has been previously looked after in England prior to being permanently placed, your child has the right to priority admission to the school that you think would best meet their needs.
- Pupil Premium Plus (PP+) is additional funding that is available to schools where there are pupils from Reception to Year 11 who were previously looked after in England or Wales.
- The Virtual School supports children who are looked after or previously looked after to safeguard that their school and professionals are meeting their needs.
- Your child will have access to a designated teacher, who at our school is Mr Stephenson, who can help ensure they are effectively supported.
A guide for parents and carers – Meeting the Needs of Adopted & Permanently Placed Children.