Best Practice

Four strategies to support SEND and inclusion

How can we support pupils who are undiagnosed or still awaiting SEND assessment? Drawing on the work of Woodbridge Trust, Rachel Berry and Cate Marsden discuss four approaches
Get the picture: Visual timetables encourage pupils to be self-sufficient in school and also support the development of skills such as sequencing and time awareness - Adobe Stock

Schools face the daily challenge of supporting children whose SEND are either undiagnosed or waiting to be assessed – often stretching limited budgets to cover support until Education, Health and Care Plans (EHCPs) and funding are in place.

As part of the specialist SEND team at Woodbridge Academy Trust, we work alongside many nurseries, schools and other settings across the North West to support the inclusion of children, young people and adults with additional needs in mainstream education.

Our team of 30 SEND specialists, teachers and teaching assistants provide guidance on the strategies that can work to help ensure children grow and develop in school.

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