At Ravens Wood School, students with identified SEND are recorded according to the level of provision in place. Students with an Education, Health and Care Plan (EHCP) are recorded as ‘E’, while students receiving targeted SEN Support are recorded as ‘K’. Students recorded as ‘QFT’ have identified traits, needs and/or a diagnosis that staff should be aware of to inform appropriate classroom support, but do not currently require targeted SEN intervention.
Most students with additional needs at Ravens Wood School have their needs successfully met through high-quality teaching (QFT) within the classroom. This universal approach ensures that inclusive strategies, reasonable adjustments and adaptive teaching are embedded within everyday practice, enabling students to access learning alongside their peers and develop increasing independence.
Where a student requires support beyond ordinarily available classroom provision, additional targeted support and intervention may be introduced through the school’s graduated approach.
Examples of QFT strategies used across the school include:
- clear routines, expectations and consistent boundaries
- breaking tasks into smaller manageable steps
- modelled examples and guided practice
- effective questioning and regular checking for understanding
- additional thinking and processing time
- targeted prompting and encouragement
- visual supports and coloured overlays (where appropriate)
- movement breaks and regulation strategies
- seating plans and environmental adaptations to reduce distraction
Where students require further support, targeted interventions may be implemented to address specific barriers to learning. Examples of targeted support may include:
- social stories and emotional regulation support
- social skills groups
access to a quieter garden space during social times
- reading interventions
- touch typing interventions
- mentoring and check-ins
- short-term literacy or numeracy support
These interventions are carefully monitored and reviewed to ensure they remain purposeful, time-limited and focused on improving independence, confidence and progress.
A smaller number of pupils require specialist and highly personalised provision through Education, Health and Care Plans (EHCPs). Examples of specialist provision may include:
- enhanced transition support and transition visits
- speech and language therapy programmes
- specialist external agency involvement
- additional adult support where required
- sensory or regulation support plans
This graduated approach ensures support is proportionate to level of need whilst maintaining high aspirations and inclusive practice for all learners.
