SEND
SEND at The Mandeville School
Inclusive Curriculum in Action
At The Mandeville School, we believe that every learner should feel empowered, every need should be understood and every success should be recognised and celebrated. Our SEND provision is rooted in this belief and embedded within our curriculum, our teaching and our culture.
Special Educational Needs and Disabilities are not separate from great teaching. They are part of our daily classroom practice. We combine high quality adaptive teaching, targeted intervention and specialist support to ensure that all students can access an ambitious curriculum and prepare confidently for adulthood.
We are proud of the inclusive systems we have built. We are equally committed to continuing to refine and strengthen adaptive teaching across all subjects so that provision is consistent and impactful.
Our Vision and Inclusive Approach
Our intent is that students with SEND:
- Access a broad and ambitious curriculum
- Are supported without lowering expectations
- Develop independence and resilience
- Are well prepared for life beyond school
Inclusion at The Mandeville School means removing barriers, not reducing challenge. We focus on strengths, maintain high ambition and ensure that support promotes dignity and independence.
SEND sits within our whole school teaching and learning framework and is aligned to TMS CORE.
Quality First Teaching and the SEND Toolkit
The first response to need is always high-quality classroom teaching.
All teachers are responsible for meeting the needs of learners with SEND. Adaptive teaching is not an add on. It is part of everyday practice.
To support this, we have developed a SEND Toolkit which outlines practical strategies across the four areas of need:
- Cognition and Learning
- Communication and Interaction
- Social Emotional and Mental Health
- Sensory and Physical Needs
The toolkit provides graduated strategies that range from universal classroom adjustments to more targeted approaches. It supports staff in scaffolding learning, reducing cognitive overload, promoting regulation and ensuring accessibility without lowering ambition.
This is an area we continue to strengthen as we build staff confidence and consistency across departments.
The 5 Cs of SEND
Our 5 Cs framework ensures that inclusive practice is consistent across classrooms and aligned with our teaching principles.
Child Centred
We focus on strengths, understand individual barriers and promote independence.
Communication
We use clear explanations, check understanding and maintain respectful dialogue with students and families.
Consistency
We follow agreed strategies and routines so that students experience predictability and security.
Clarity
We make expectations, success criteria and support strategies explicit.
Collaboration
We work closely with families, staff and external professionals to secure the best outcomes.
The 5 Cs bring inclusive teaching to life in every lesson.
The SEND Learning Journey
Our SEND curriculum is designed with long term outcomes in mind.
At Key Stage 3, we prioritise:
- Transition support
- Literacy and numeracy development
- Communication skills
- Self-regulation and resilience
At Key Stage 4, we focus on:
- Accredited qualifications
- Vocational and alternative pathways where appropriate
- Employability skills
- Supported transition planning
Preparing for Adulthood is embedded throughout and includes:
- Employment and careers education
- Independent living skills
- Community inclusion and belonging
- Health and wellbeing
We want our students to leave us as confident, capable young people ready for their next stage.
Glossary of Terms
ADHD – Attention Deficit and Hyperactivity Disorder
ADPR / APDR – Assess, Plan, Do, Review (Graduated Response Cycle)
AR - Annual Review
ASC – Autistic Spectrum Condition
ASD – Autism Spectrum Disorder (used interchangeably with ASC)
C&I – Communication and Interaction
C&L – Cognition and Learning
CAMHS – Child and Adolescent Mental Health Services
CLA – Children Looked After (includes children in care)
EAL – English as an Additional Language
EBSNA – Emotionally Based School Non-Attendance
Ed Psych / EP – Educational Psychologist
EHCP / EHC Plan – Education, Health and Care Plan
HI - Hearing Impairment
IEP – Individual Education Plan
LA – Local Authority
LAC – Looked After Child (legacy term for CLA)
MLD – Moderate Learning Difficulties
OT – Occupational Therapy / Occupational Therapist
PD – Physical Disability
PfA – Preparing for Adulthood Framework
PP / PPG – Pupil Premium / Pupil Premium Grant
QFT – Quality First Teaching (Wave 1 universal classroom practice)
SALT / SaLT – Speech and Language Therapist / Speech and Language Therapy
SEMH – Social, Emotional and Mental Health
SEND – Special Educational Needs and Disabilities
SENDCo / SENCo – Special Educational Needs and Disabilities Coordinator
SEN Code – SEND Code of Practice (2015)
SEN Support (K) – Pupils receiving SEND support (without an EHCP)
SLCN – Speech, Language and Communication Needs
SpLD – Specific Learning Difficulties (e.g., Dyslexia, Dyspraxia, Dyscalculia)
TA / LSA – Teaching Assistant / Learning Support Assistant
Thrive – Social and emotional wellbeing approach used for SEMH support
TMS Core – The Mandeville School’s Teaching & Learning Framework
VI – Visual Impairment
Wave 1 / 2 / 3 – Levels of graduated SEND provision: Universal, Targeted, Specialist
