Ambitious provision, individual support and a strong sense of belonging
At North Mead, we believe every child with special educational needs and/or disabilities should be able to belong, participate and succeed.
Our SEND provision is built around high expectations, early identification, strong teaching, carefully matched support and close partnership with families.
We do not ask: “Can this child fit our school?” We ask: “What does this child need in order to succeed?”
Our aim is not simply to provide additional support. It is to remove barriers, build independence and ensure children with SEND remain valued members of the North Mead community.
The four broad areas of need
Children’s needs may relate to one or more of the four broad areas within the SEND Code of Practice.
| Communication and Interaction
This may include difficulties with:
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Cognition and Learning
This may include difficulties with:
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| Social, Emotional and Mental Health
This may include difficulties with:
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Sensory and/or Physical Needs
This may include:
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Children do not always fit neatly into one category, and needs may change over time.
We do not wait for a diagnosis
At North Mead, support is based on need, not diagnosis.
If a child is experiencing a barrier to learning, communication, participation, behaviour, attendance or wellbeing, we consider what support is needed.
We do not believe children should have to wait for a formal diagnosis before reasonable and appropriate support begins.
Our Graduated Response
We use a graduated approach so that children receive increasing levels of support when needed.
| Universal
Universal provision is the strong provision available to every child.
This includes:
For many children, strong universal provision is enough to help them make good progress. |
Targeted
Some children need additional focused support.
This may include:
Support is reviewed to determine whether it is making a difference. |
| Targeted Plus
Some children need a higher level of personalised support.
Children may benefit from:
At North Mead, this may include access to Pheasants, our Targeted Plus provision. Placement is based on need and reviewed regularly. |
Specialist
A small number of children require highly specialist provision.
Children may require:
At North Mead, this may include access to Bumblebees, our specialist provision for children with significant and complex needs. Specialist provision is reviewed regularly so that decisions remain focused on what is best for the child.
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Internal Alternative Provision
Bumblebees
Bumblebees is our specialist provision for children with significant and complex needs.
Children may need:
- highly personalised teaching
- specialist communication support
- sensory regulation
- increased adult support
- carefully adapted learning
- support from external specialists
- flexible access to mainstream opportunities
Provision is built around each child’s individual strengths, needs and next steps
Pheasants
Pheasants is our Targeted Plus provision.
It is designed for children who require a greater level of support than can ordinarily be provided through mainstream classroom provision alone.
Children may have needs relating to:
- communication and interaction
- learning
- regulation
- social development
- emotional wellbeing
Provision may include:
- smaller-group teaching
- personalised curriculum pathways
- increased adult support
- targeted communication work
- regulation strategies
- adapted resources
- structured routines
- carefully planned mainstream inclusion
Pheasants remains part of the wider North Mead community.
Mainstream belonging
Children who access additional provision remain part of North Mead.
Where appropriate, children continue to access:
- assemblies
- playtimes
- lunchtimes
- curriculum subjects
- trips
- enrichment
- celebrations
- year-group experiences
- friendships
- wider school events
We want children to feel that additional provision helps them participate more successfully in school life, rather than making them feel separate from it.
Adaptive teaching
Strong SEND provision begins in the classroom.
Teachers adapt teaching through:
- clear modelling
- reduced cognitive load
- visual support
- explicit vocabulary teaching
- practical resources
- repetition
- smaller steps
- scaffolded tasks
- pre-teaching
- additional rehearsal
- alternative recording
- flexible grouping
- additional processing time
Adaptation changes the route to learning, not the ambition.
Communication and language
For some children, communication is a significant barrier to participation and learning.
Support may include:
- visuals
- symbols
- objects of reference
- modelling
- repetition
- simplified language
- alternative communication systems
- structured interaction
- support from Speech and Language Therapy
Our focus is on helping children communicate meaningfully and become increasingly understood.
Regulation and sensory support
Some children need support to manage sensory input and emotional regulation.
Support may include:
- movement breaks
- sensory resources
- calm spaces
- predictable routines
- reduced environmental demand
- co-regulation
- visual schedules
- individual regulation plans
These supports are used purposefully to help children re-engage with learning.
Personalised targets
Where children require additional SEND support, targets are focused on the most important barriers to progress.
We ask:
- What is the barrier?
- What does the child need to learn next?
- What support will help?
- What will success look like?
- How will we know whether it is working?
Targets are clear, measurable and reviewed regularly.
Assess, Plan, Do, Review
Our graduated response follows a continuous cycle.
- Assess – We identify strengths, needs and barriers.
- Plan – We agree outcomes, provision and support.
- Do – Support is implemented consistently.
- Review – We evaluate impact and decide what should happen next.
This cycle ensures provision changes when the child’s needs change.
Identifying SEND
Needs may be identified through:
- teacher assessment
- observation
- pupil progress
- classroom performance
- behaviour patterns
- attendance
- communication
- family concerns
- pupil voice
- screening
- standardised assessments
- external professional advice
No single assessment determines a child’s provision.
We build a broad picture of the child.
Working with families
Families are central to SEND provision.
We aim to:
- listen carefully
- communicate early
- explain concerns clearly
- agree priorities
- involve families in planning
- review support together
- share progress
- discuss next steps
- support families through SEND processes
Parents and carers know their child well and their views are important.
Pupil voice
Children should be involved in decisions about their support wherever possible.
Depending on communication and developmental level, we seek to understand:
- what they enjoy
- what they find difficult
- what helps
- what makes learning harder
- who they trust
- what they would like to improve
Children’s views help shape provision.
Education, Health and Care Plans
Some children have an Education, Health and Care Plan (EHCP).
For pupils with an EHCP, we:
- deliver the provision set out in the plan
- monitor progress towards outcomes
- work with families and professionals
- review provision
- contribute to statutory reviews
- consider whether the current provision continues to meet need
An EHCP does not replace high-quality teaching. It sits alongside it.
External professionals
Where appropriate, we work with services including:
- Educational Psychology
- Speech and Language Therapy
- Occupational Therapy
- SEMH services
- health professionals
- specialist teachers
- social care
- Early Help
- local authority SEND services
External advice helps us understand needs more precisely and strengthen provision.
SEND and attendance
Some children with SEND experience additional barriers to attendance.
Where this happens, we consider:
- individual need
- anxiety
- communication
- sensory barriers
- health
- regulation
- routines
- relationships
- reasonable adjustments
SEND, attendance, pastoral and safeguarding teams work together to help children access school successfully.
SEND and behaviour
Behaviour can sometimes communicate an unmet need.
Where a child with SEND is struggling with behaviour, we consider:
- communication
- sensory need
- anxiety
- regulation
- cognitive demand
- relationships
- environmental factors
Understanding the need does not remove expectations. It helps us teach the child how to respond more successfully.
SEND and safeguarding
Children with SEND can be more vulnerable to safeguarding risks.
Staff remain alert to:
- communication difficulties
- changes in behaviour
- social isolation
- bullying
- exploitation
- difficulties reporting concerns
Safeguarding procedures apply to every child, and reasonable adjustments are made so that children can communicate concerns.
Transitions
Transitions are carefully planned.
This may include support when children:
- start Nursery
- start Reception
- move between year groups
- change teacher
- move into or out of Pheasants or Bumblebees
- join North Mead during the year
- prepare for secondary school
- move to another specialist or mainstream setting
Support may include:
- extra visits
- photographs
- visual information
- social stories
- meetings
- information sharing
- transition passports
- trusted-adult support
- involvement from external professionals
Preparing for adulthood and independence
Even in primary school, SEND provision should build independence.
Children are supported to:
- communicate needs
- make choices
- use strategies
- ask for help
- manage routines
- develop self-advocacy
- participate in decisions
- become less dependent on adult support where possible
The long-term aim is always greater participation and independence.
How we know SEND provision is working
We do not judge SEND provision by how much support a child receives. We judge it by its impact.
We consider whether children are:
- learning
- communicating
- participating
- attending
- regulating more successfully
- developing relationships
- making progress towards targets
- becoming more independent
- accessing the curriculum more effectively
We review:
- assessment information
- pupil work
- observations
- targets
- pupil voice
- family feedback
- teacher feedback
- attendance
- behaviour and regulation
- external professional advice
We ask:
- What has changed for the child?
- Who leads SEND at North Mead?
SENDCo and Vice Principal
Miss Kirsten Holland
The SENDCo works with teachers, support staff, families, leaders and external professionals to ensure provision is appropriately planned, implemented and reviewed.
SEND is not the responsibility of one person. Every teacher is a teacher of SEND.
If you are worried about your child
Your child’s class teacher should usually be your first point of contact.
You can also contact the SENDCo if you are worried about:
- learning
- communication
- development
- regulation
- sensory needs
- behaviour
- social interaction
- emotional wellbeing
- progress
- additional provision
Early conversations are important. You do not need to wait until a difficulty becomes significant before asking for help.
What success looks like
Successful SEND provision means children are increasingly able to:
- access ambitious learning
- communicate
- participate
- develop relationships
- regulate
- attend
- make progress
- experience success
- take part in wider school life
- become more independent
Success will look different for different children. What remains consistent is our ambition that every child should make meaningful progress from their own starting point.
Our commitment
At North Mead, SEND provision is not about fitting children into a system.
It is about adapting the system so that children can succeed.
Belong. Participate. Succeed.
Every Child. Every Lesson. Every Day.
| External Resource/Organisation | Link |
| Leicester SEND Local Offer | Leicester SEND Local Offer |
| SENDIASS Leicester | SENDIASS Leicester |
| SEND Code of Practice | SEND Code of Practice: 0 to 25 years |
Link to SEND Policy
Link to NM SEND Information Report – 2026-27
Link to NM Graduated Response to Need
Related North Mead Pages
- Inclusion
- Accessibility Plan
- Pastoral Support
Signposting and recommended services:
Care Navigation-They are an administrative team covering children & young people aged
0-19. Working with Practitioners such as Therapy Services and External Partner Agencies to
support Families, Young People and Children. Phone: 0116 215 3269 (Leave a message and
someone will get back to you) or email: [email protected]
Right to choose- If a GP needs to refer you for a physical or mental health condition, in
most cases you have the legal right to choose the hospital or service you’d like to go to.
This will include many private hospitals if they provide services to the NHS, and it does not
cost the NHS any more than a referral to a standard NHS hospital. For more information see
website- https://www.nhs.uk/using-the-nhs/about-the-nhs/your-choices-in-the-nhs/
Children and Young Peoples’ Mental Health Triage and Navigation This is a service that
helps young people in Leicester, Leicestershire & Rutland access the right non urgent
mental health services for their needs. self-refer by visiting the MySelfReferral-LLR.nhs.uk
website (except neurodevelopmental disorders, eating disorders or substance misuse.
Please contact your GP Surgery to make an appointment to discuss these conditions). Your
GP can make a referral to the service if this is right for your needs. How to get help if it is
urgent- Contact the 24/7 Mental Health Central Access Point (CAP) on 0808 800 3302 for
urgent help. The CAP is not an emergency service. If you or your child or young person have
taken an overdose or are in imminent danger of physical harm, attend A&E or call 999.
County Children Family Wellbeing service has a new name- Family Help. Family Help
provides targeted early help to families – and when needed, Child in Need services. We
provide early help services to families, where they’re experiencing difficulties that can’t be
supported by universal services such as schools or GPs alone. The support we offer is free of
charge and can be delivered at a location to suit your situation or online. Call us on 0116
305 8727 for further details. Or for more information visit the website www.leicestershire.gov.uk/education-and-children/social-care-and-supportingfamilies/help-for-children-and-familie
City Early Help-Children and young people can experience are range of difficulties at any
time in their life. Early help is for children and young people of any age and can come from
all kinds of services and organisations who work together to support the family. You might
be using some of these services already, but we want to make sure they are providing the
right support for you and your family’s needs. You can request if you have concerns about
your child’s health, development, or behaviour. The request can be made by yourself or with
the support of a professional such as a teacher, health professional or support worker.
During the assessment, you will be fully involved and listened to which will help find the
right support that you, your child and family may need. For more information about Early
Help contact 0116 454 1004 or email [email protected].
Teen Health: At Teen Health, our ultimate aim is to help all children and young people in
Leicestershire and Rutland live healthier and happier lives. We provide support through a
range of options such as group work, workshops, and one-to-one sessions. The team can
also help you get in touch with other services if you need. They provide support with
problems with friendships, Sexual health advice, supporting you to access to contraception
and testing, boosting confidence and self-esteem, coping with starting a new school,
building positive relationships, dealing with exam stress, accessing support for physical
health, receiving advice on drugs and alcohol, overcoming feelings of sadness or worry,
Staying healthy and safe. Website: www.teenhealth.org.uk
Children’s sleep charity: The charity supports parents by offering them workshops, clinics
and written material for their children who are having sleeping issues. The service uses more
of a behavioural approach and works along with the families ensuring they are fully
supported. Website: https://www.thechildrenssleepcharity.org.uk/
• Headspace for kids: Learn to meditate and live mindfully with hundreds of themed
sessions on everything from stress to sleep. Bite-sized meditations for busy schedules and
SOS exercises in case of sudden meltdowns. Free trial then monthly or yearly subscription.
Website: www.headspace.com
Dreamy Kid: Children have been showing signs of stress, technology-fatigue, and anxiety
starting at younger ages. It is a science-based fact that only 10 minutes of meditation is a
great life-tool to find inner-harmony and balance amid their busy lives. With Dreamy Kid,
just play it as they fall asleep or awake. They will begin a life-long journey that will centre
them with tools for all situations. Website: www.dreamykid.com
The Solihull Approach: A team of professionals within the NHS. They are a ‘not for profit’
organisation. The Solihull Approach is all about emotional health and well-being. They
provide online courses and face to face groups for parents. Website: www.inourplace.co.uk/
Telephone: 0121 296 4448 Mon-Fri 9am-5pm.
1-2-3 Magic: 3-Step Discipline for Calm, Effective, and Happy Parenting Paperback –
Picture Book, 2 Mar. 2016 by Thomas Phelan PhD (Author) Since kids don’t come with a
manual, 1-2-3 Magic is the next best thing. DR Thomas Phelan has developed the #1 selling
child discipline book in the country-a quick, simple, and scientifically proven way to parent
that actually works! Using his signature counting method, DR Phelan helps parents to
quickly, calmly, and effectively stop behaviours like tantrums and meltdowns, whining and
pouting, talking back, sibling rivalry and more in toddlers, preschoolers, and middle
schoolers. DR Phelan also covers how you can easily establish positive routines with children
ages 2 – 12 around: bedtime, dinnertime, homework, getting up and out in the morning,
and tips for strengthening your relationship with your kids. Millions of parents from all over
the world have used the award-winning 1-2-3 Magic to raise happier families and put the
fun back into parenting, combining love and logic to make you a more peaceful parent with
a happy kid.
County Leicestershire SEND advice – Information on SEND help available, including details
for SEND Information, Advice and Support Service (SENDIASS) for independent advice if you
think your child isn’t getting the help they need. Telephone: 0116 305 5614 (Monday to
Thursday 9am to 4.30pm, Friday 9am to 4pm) Email: [email protected]
Leicester City SEND advice – Information on SEND help available, including details
for SEND Information, Advice and Support Service (SENDIASS) for independent advice if you
think your child isn’t getting the help they need. 1st Floor Alliance House, 6 Bishop Street
Leicester LE1 6AF, Tel: 0116 482 0870 Email: [email protected]
Facebook: SENDIASS Leicester Twitter: @SendiassL
Rutland SEND advice – Tel: 0797 701 5674 Email: [email protected] Post: c/o
SENDIASS Leicester, 1st Floor Alliance House, 6 Bishop Street, Leicester, LE1 6AF
DLA- Disability Living Allowance- how to claim, visit- https://www.gov.uk/disability-livingallowance-children/how-to-claim print off the form or call Disability Living Allowance helpline; Telephone: 0800 121 4600, Textphone: 0800 121 4523 to request a form is sent via
post.
Family Fund- Apply to Family Fund to access their grant for equipmenthttps://www.familyfund.org.uk/grants/apply-for-a-grant/
Menphys offers Activity Clubs and Respite for children and young people across the
community. These include partnerships with local sports teams, specialist providers and
respite organisations. We aim to provide our members with the chance to have fun,
socialise and discover new activities in a safe engaging environment.
https://menphys.org.uk/activity-clubs-and-respite/
Spectrum Sensory Sports CIC UK- Spectrum Sensory Sports CIC UK was founded and
setup by Sean Baker. We are a registered CIC that specialise in providing sensory classes
and events for children and young adults that have learning difficulties, disabilities, Autism,
ADHD etc. We are based on Melton Road, Thurmaston in Leicestershire and we hold
daytime and evening sensory and stimulating sports classes for ages 4 to 21 years. These
tailored sports and physical activity sessions aim to increase confidence, improve mental
health and wellbeing whilst also improving physical health and social skills. Website https://spectrumsensorysportscic.co.uk/
The Carers Centre Leicestershire & Rutland – is a well-known local charity, dedicated to
supporting unpaid carers across the diverse populations and communities of Leicester,
Leicestershire and Rutland. Website- https://www.claspthecarerscentre.org.uk/ Email [email protected] or phone- 0116 251 0999
Together We Make A Positive Difference