Our SEND
Strategy.
Our commitment to providing outstanding, person-centred education for learners with Special Educational Needs and Disabilities.
Our Approach to SEND
At New Seeds Education, we are a specialist SEND provision dedicated to supporting young people aged 16-25 with a range of special educational needs and disabilities, including Social, Emotional and Mental Health (SEMH) needs, Autism Spectrum Conditions, and specific learning difficulties.
Our SEND Strategy is built on the principles of the SEND Code of Practice (2015) and reflects our commitment to high-quality, inclusive education that enables every learner to thrive. We believe that all young people deserve to be treated with dignity, have their voices heard, and receive the support they need to achieve their goals.
We work within a trauma-informed, relational framework, recognising that many of our learners have experienced adversity that impacts their learning and development. Our approach prioritises safety, trust, and connection as the foundations for growth.
In accordance with Keeping Children Safe in Education (KCSIE) 2025, we recognise that children with SEND can face additional safeguarding challenges and may be more vulnerable to abuse. Our staff are trained to be alert to these additional vulnerabilities and to adapt their approach to communication and support accordingly.
Statutory Framework
This strategy has been developed in accordance with:
Our Core Beliefs
These beliefs underpin everything we do and guide our approach to supporting learners with SEND.
Every Child Can Succeed
We believe that with the right support, environment, and relationships, every young person with SEND can make meaningful progress and achieve their potential.
Needs, Not Labels
We see the whole child, not their diagnosis. Our approach focuses on understanding and meeting individual needs rather than defining learners by their conditions.
Strengths-Based Approach
We identify and build on each learner's strengths, interests, and abilities, using these as foundations for growth and development.
Partnership Working
We work collaboratively with families, professionals, and placing authorities to ensure coordinated, consistent support for every learner.
Supporting the Four Areas of Need
We provide tailored support across all four areas of need identified in the SEND Code of Practice.
Communication & Interaction
Autism Spectrum Condition, Speech & Language needs
Key Strategies:
- Visual supports and schedules
- Clear, consistent communication
- Social skills development
- Quiet spaces for regulation
- Structured transitions
Cognition & Learning
Specific Learning Difficulties, Moderate Learning Difficulties
Key Strategies:
- Differentiated curriculum
- Multi-sensory teaching approaches
- Scaffolded learning tasks
- Personalised learning plans
- Functional Skills pathways
Social, Emotional & Mental Health
SEMH, Anxiety, Attachment difficulties, Trauma
Key Strategies:
- Trauma-informed practice
- Therapeutic interventions
- Key worker relationships
- Restorative approaches
- Regulation support
Sensory & Physical
Sensory processing differences, Physical needs
Key Strategies:
- Sensory-friendly environments
- Movement breaks
- Adapted resources
- Occupational therapy input
- Flexible seating options
Safeguarding Children with SEND
In accordance with KCSIE 2025, we recognise that children with SEND can face additional safeguarding challenges and require extra vigilance and support.
Additional Vulnerabilities
KCSIE 2025 highlights that children with SEND may:
- Be more vulnerable to abuse due to communication barriers
- Have difficulty recognising or reporting abuse
- Be more susceptible to peer-on-peer abuse and bullying
- Be targeted because they appear 'different'
- Have behaviour that is misinterpreted as challenging rather than indicative of abuse
- Be more dependent on adults for personal care
Our Safeguarding Response
We ensure additional protection through:
- Staff trained to adapt communication for disclosure
- Recognising behaviour changes as potential indicators
- Not attributing concerning behaviour solely to SEND
- Using appropriate communication tools and methods
- Close liaison between SENCO and DSL
- Regular safeguarding reviews for vulnerable learners
- Robust personal care protocols where applicable
- Enhanced supervision and monitoring
The Graduated Approach
We follow the Assess, Plan, Do, Review cycle to ensure support is responsive and effective.
Assess
We gather information through observations, assessments, and discussions with learners, families, and professionals to build a complete picture of needs.
Plan
We develop personalised support plans with clear, measurable outcomes, involving learners and families in setting targets and agreeing strategies.
Do
We implement agreed strategies consistently, with all staff understanding and delivering the support plan in their interactions with the learner.
Review
We regularly evaluate progress, celebrate achievements, and adjust plans as needed. Reviews involve learners, families, and professionals.
EHCP Commitments
We take our responsibilities for learners with Education, Health and Care Plans seriously.
EHCP Implementation
We ensure all provision specified in EHCPs is delivered, monitored, and evidenced. Our SENCO oversees EHCP compliance across all our college.
Annual Reviews
We conduct timely Annual Reviews, preparing comprehensive reports on progress and working with LAs to ensure plans remain appropriate.
Outcome Tracking
We track progress against EHCP outcomes using a range of evidence, including observations, work samples, and standardised assessments.
Preparation for Adulthood
From 14+, we focus on PfA outcomes: employment, independent living, community participation, and health, preparing learners for their next steps.
Quality Indicators
How we ensure high-quality SEND provision across all our college.
Our SENCO
Special Educational Needs Coordinator
Our SENCO is responsible for coordinating SEND provision across the college, ensuring all learners receive the support they need to succeed. The SENCO works closely with teachers, support staff, families, and external professionals to ensure a joined-up approach to meeting needs.
Key Responsibilities:
- Overseeing day-to-day operation of the SEND policy
- Coordinating provision for learners with SEND
- Liaising with parents, external agencies, and placing authorities
- Managing EHCP processes and Annual Reviews
- Advising and supporting staff in meeting learner needs