Special Educational Needs & Disabilities (SEND)
At Nanstallon, we believe every child is known, valued, belongs, and thrives. Our SEND provision reflects that commitment — not as an add-on, but as part of everyday learning.
- Whole-school inclusive approach
- Tools, strategies & assistive technology in use
- Monthly parent “Chill & Chat” group for neurodiversity and SEND
Who We Are & Our Philosophy
We believe every child’s brain is unique. Some children may think, sense, or learn differently — and we don’t expect them to change their thinking to fit us. Instead, we shape our teaching, environment and relationships so they can fully belong and grow.
Neurodiversity refers to the natural variation of how human brains work. The term neurodiverse includes both neurotypical and neurodivergent children — including those with Autism, ADHD, Dyslexia and more. At Nanstallon, we view neurodivergence as difference, not deficit.
Our QI Skills framework supports emotional literacy, independence and ownership of learning.
Learn more about how our inclusive pedagogy is embedded into our curriculum design.
We ensure children with SEND engage in all regular activities of the school, as far as is reasonably possible. In meeting our responsibilities, we follow the SEND Code of Practice.
How We Support — Our Systems & Provision
Universal Provision (for all learners)
- Daily Meet and Greet for all children
- Dyslexia-friendly fonts, coloured paper, and visual supports
- Indoor-outdoor fluid provision and immersive, movement-rich learning
- Interactive phonics and spelling (Supersonic Phonic Friends & Spelling Stars)
- QI skills & Characteristics of Effective Learning integrated into our unique curriculum provision: COOL Time and our Positive Behaviour for Learning Strategy
- “WIGGLE” breaks
- Pupil Ambassadors that lead assemblies, welcome visitors, responsibility roles
- Assistive technology (speech-to-text, overlays, accessibility tools)
- Sensory toolkits, now/next boards and visuals available to all
- Staff trained in Autism, Speech & Language, Thrive, Dyslexia
Our Universal+ Offer: At Nanstallon, features that would be targeted provision in other schools — such as assistive tools, sensory adjustments or communication aids — are embedded in our universal offer. This prevents children from feeling ‘different’ and ensures an equitable start for all.
Targeted Support
- Small group intervention (e.g. reading, phonics, maths, SEMH)
- Peer mentoring, talk partner scaffolding
- Sensory breaks, movement strategies, co-regulation spaces
- Emotional check-ins and personalised visual support
- Speech and language programmes delivered by trained staff
Specialist / Individualised Support
- One-to-one scaffolding and individualised adjustments
- Learning Support Plans (LSPs) created with pupil and parent voice
- Liaison with external services (EP, SALT, Cognition & Learning, ASD team)
- Specialist tools: ear defenders, timers, writing supports
Transitions
- Preschool to Reception: phased starts, home visits, stay-and-play
- Class-to-class: pupil visits, transition stories, preparation meetings
- Primary to Secondary: visits, enhanced liaison, additional SEND planning
🌿 A Sensory-Integrated School for All
Our classrooms, learning environments and outdoor spaces are designed through a sensory-informed lens. We know that sensory processing plays a major role in how children access learning, regulate emotions, and feel safe. That’s why we don’t just make accommodations — we build our environments from the ground up to meet these needs for everyone.
You’ll find:
- Calm, low-arousal classrooms
- Wobble cushions, writing slopes and sensory toolkits in every class
- Climbing equipment, swings and balance bands in our forest school area
- Flexible seating and movement-friendly lessons (including “WIGGLE” breaks)
- Consistent visual schedules and now/next boards
- Yoga ball sessions, resistance bands, and regulation routines built into the day
Many of these features are typically seen in targeted support elsewhere — at Nanstallon, they’re part of our universal provision because we believe all learners benefit from a school designed to reduce sensory stress and support self-regulation.
Find Out More
We welcome your voice as partners in SEND and neurodiversity inclusion. You can:
- Join our monthly Chill & Chat parent group — see linked PDF below
- Talk to your child’s teacher or school SENCo if you have questions or ideas
- Take part in our current neurodiversity audit to help shape future provision
Access our current policy, latest SEN Information Report and further information about our Parent Chill and Chat group below:
Progress, Early Identification & Dyslexia-Friendly Practice
We check the progress of all children closely to ensure timely support and intervention. We believe strongly in the importance of early identification — not waiting for a child to struggle before providing help.
We are a dyslexia-friendly school, having previously achieved ‘Dyslexia Friendly Status’ and re-accreditation. Dyslexia-aware practice is embedded across our school as part of our universal provision, including use of dyslexia-friendly fonts, coloured backgrounds, overlays and visual scaffolds for all.
How We Teach Dyslexia: A Guide for Parents, Staff & Governors
As per our vision, our team is committed to providing the best teaching, environment, experiences and opportunities for every child — regardless of background, circumstance or need. We work in close partnership with parents and professionals to achieve the best possible outcomes for all children, including those with SEND.
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
We also have a growing team of staff undertaking additional SEND qualifications to strengthen whole-school inclusion and expertise.
Further Information
For more detail about our SEND systems, approach and current provision, please read our School Offer below:
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
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.