A child may have SEND if they: 

A child may be identified as having SEND at any point in their life. Sometimes this is clear early on, and sometimes it becomes more noticeable as they move through different stages of education. 

3. The Four Broad Areas of SEND 

Special educational needs can cover a wide range of needs. These are usually grouped into four broad areas. 

Cognition and Learning 

Some children may need support because they learn at a slower pace than their peers, even when teaching is adapted. 

This may include: 

Communication and Interaction 

Some children may need support with speech, language, communication or social interaction. 

This may include: 

Social, Emotional and Mental Health 

Some children may experience social, emotional or mental health needs that affect their learning, relationships or wellbeing. 

This may include: 

Sensory and Physical Needs 

Some children may need support because of a sensory or physical difficulty or disability. 

This may include: 

4. How We Identify and Support Needs 

We aim to identify children’s needs as early as possible. 

This is done by listening carefully to families, using the knowledge of class teachers and support staff, reviewing pupils’ progress and using academy-based assessment tools. 

Where appropriate, schools may also use information and assessments from external professionals, such as: 

Any child who requires support that is additional or different in order to overcome a barrier to learning is supported through clear academy and Trust systems. 

Families are an important part of this process. Parents and carers know their children well, and their views help schools understand a child’s strengths, needs, interests and barriers to learning. 

5. The Elevate Inclusion Hub 

The Inclusion Hub is our Trust-wide support system for SEND and inclusion. 

It is not a single place. It is a connected system of expertise, support, training and shared practice that helps every academy strengthen inclusive education. 

Over the past three years, the Inclusion Hub has played a key role in strengthening support for pupils with SEND and additional needs across the Trust. It has helped schools share expertise, access specialist support and respond to increasingly complex and diverse needs. 

The next stage of the Inclusion Hub builds on this work by ensuring that every academy has access to high-quality guidance, leadership and practical support. 

Each academy is supported by a designated Inclusion Leader who works closely with the wider Inclusion Team to: 

The Inclusion Hub strengthens the principle that inclusion is everyone’s responsibility, while ensuring that specialist knowledge, leadership and systems are available where they are needed most. 

6. The Purpose of the Inclusion Hub 

The Inclusion Hub exists to build capacity in every school. 

Its core purpose is to: 

The Hub is focused on practical impact. Its work is not only advisory; it is designed to support real improvements in classrooms, provision and outcomes for children. 

7. Our Strategic Inclusion Priorities 

Equity of Provision 

All pupils with SEND and additional needs should receive provision that meets their needs. We work to ensure that support is fair, effective and responsive across all academies. 

Expertise and Workforce Development 

We are committed to developing a highly skilled workforce. Staff across the Trust can access professional learning that supports inclusive teaching and SEND provision. 

This includes training for teachers, teaching assistants, leaders, SENDCos and Inclusion Leads. 

All Inclusion Leads will be supported to work towards, or achieve, the SENCO qualification within three years. 

Consistency Across the Trust 

Families should experience clear, consistent and high-quality inclusive practice across all Elevate academies. 

The Inclusion Hub supports a shared framework for inclusive teaching, provision and support, while recognising the unique context of each school community. 

Capacity and Collaboration 

The Hub enables schools to work together through regional clusters, peer support and shared expertise. 

This ensures that schools are not working in isolation and that expertise is used effectively across the Trust. 

Efficiency and Sustainability 

By developing internal expertise, we can provide timely and effective support for schools and pupils. 

This helps strengthen provision, build confidence and reduce unnecessary reliance on external services where schools can be supported to meet need themselves. 

8. How SEND Is Managed Across the Trust 

Across Elevate, we aim to ensure that every academy has access to: 

Our SEND and Inclusion Teams work closely with academies, families, local authorities and external professionals to ensure that children receive the right support at the right time. 

Elevate academies can access advice, assessment, training and support for whole-school and individual pupil needs. This support may include expertise in: 

9. The Graduated Approach 

Each academy follows a clear process to identify, support and review children’s needs. This is often referred to as the graduated approach. 

The graduated approach means that schools assess need, plan support, put support in place and review whether it is working. 

High-Quality Teaching 

Children are taught by their class teacher, with support from teaching assistants where appropriate. Teaching is adapted to meet need, and support is provided within lessons whenever possible. 

High-quality teaching is the first and most important step in supporting all learners. 

Monitoring 

If a class teacher feels that a child may need additional support, the SENDCo is informed. 

The class teacher and teaching assistants may provide extra support, such as small group work, re-teaching of key concepts or adapted resources. 

At this stage, advice may also be sought from specialist staff. Parents and carers are kept informed and involved. 

SEND Support 

If additional support has not led to the desired progress, the school will meet with parents or carers to discuss the child’s needs. 

An individual SEND Support Plan may be agreed. This sets out the child’s targets, support, timescales and review arrangements. 

SEND Support Plans are reviewed regularly with parents and carers. New targets and actions are agreed as part of this review process. 

Additional Funding or External Support 

For some children, a higher level of support may be needed. In these cases, the academy may work with parents, carers and external professionals to explore additional support or funding. 

This may include involvement from services such as: 

Where a child needs a significantly higher level of support, the academy may discuss requesting an Education, Health and Care Needs Assessment from the local authority. The SENDCo will work closely with parents and carers throughout this process. 

10. SEND Support Plans 

Where an academy feels that something additional or different is needed to support a child, this will be discussed carefully with parents and carers. 

This information may be recorded in a SEND Support Plan. 

A SEND Support Plan may include: 

Most children with SEND will benefit from SEND support. For some children, this may be temporary. For others, it may be longer term, depending on their needs. 

11. What Support Looks Like 

Support for pupils with SEND is a shared responsibility between the academy, the Trust, families and governance. 

The SEND and Inclusion Team 

The Trust SEND and Inclusion Team works collaboratively with academies to: 

Schools 

Each academy is responsible for making sure that support is put into practice for pupils. 

Schools: 

Parents and Carers 

Parents and carers are key partners in supporting children with SEND. 

Families can expect to: 

Regular communication is extremely important. Where appropriate, academies may also offer workshops, information sessions or training for parents and carers. 

Governors and Trustees 

Governors and Trustees play an important role in monitoring SEND and inclusion. 

They: 

12. The Core Inclusion Hub Offer 

Through the Inclusion Hub, academies can access a core offer of support. 

Professional Learning 

Staff can access professional development pathways from induction and refresher training through to more advanced specialist learning. 

Training supports inclusive classroom practice, SEND knowledge, leadership development and specific areas of need. 

In-Class Coaching 

The Hub provides practical classroom-based support, including: 

This ensures that support has a direct impact on children’s everyday learning. 

Rapid Response Support 

Schools can access timely advice and guidance through: 

School Improvement 

The Hub supports schools through: 

Pathways and Provision 

The Hub supports schools to strengthen: 

13. What Families Can Expect 

Families can expect us to: 

We want families to feel confident that their child is known, supported and valued. 

14. If You Are Concerned About Your Child 

If you have concerns about your child’s learning, communication, development, wellbeing or access to school life, please speak to your child’s class teacher or the academy SENDCo. 

The academy will listen to your concerns, review what is already in place and consider whether any additional support may be needed. 

Parents and carers will be involved throughout the process. 

You can also contact the SEND Link Person for your child’s academy. Information about the SENDCo and SEND Link Person will be available on each academy’s webpage. 

15. Support for Parents and Carers 

Parents and carers will be supported throughout the process of: 

We know that clear communication is vital. Academies will work with families to explain what is happening, why it is happening, what support is in place and what difference it is making. 

Where appropriate, academies may also develop workshops, information sessions or training for parents and carers. 

16. Useful Links and Downloads 

Download Our SEND Information Leaflet 

Parents and carers can find further information in our SEND leaflet: 

Supporting Special Educational Needs and Disabilities at Elevate 

This leaflet explains how SEND is identified, how children are supported, what SEND Support Plans include, and who families can contact for further advice. 

Academy SEND Information 

Each academy provides information about its SEND provision, SENDCo and SEND Link Person on its own website. 

Please visit your child’s academy website for local contact details and academy-specific information. 

Local Authority SEND Local Offer https://www.northyorks.gov.uk/send-local-offer

Each local authority publishes a SEND Local Offer. This explains the support and services available locally for children and young people with SEND and their families. 

Families can contact their academy SENDCo for help finding the correct Local Offer. 

Inclusion in Every Classroom 

Our ambition is that inclusive practice is visible in every classroom, every day. 

The Inclusion Hub helps us build confidence, share expertise and ensure that support is available as early as possible. 

By working together with children, families, staff, governors, trustees and external partners, we can create communities where every child is valued, inspired and confident.