Supporting Pupils with SEND

At Holy Cross and All Saint's RC Primary School, we are committed to ensuring that every child, regardless of need or background, receives a high-quality, inclusive education that enables them to thrive academically, socially, and emotionally.

In line with the SEND Code of Practice (2015) and current EEF guidance on Special Educational Needs in Mainstream Schools, we recognise that:

• High-quality teaching is the foundation of effective SEND support. All pupils benefit from well-planned, adaptive teaching that meets diverse learning needs.

• Ordinarily available provision is embedded across our school, ensuring that inclusive strategies—such as differentiated instruction, scaffolding, visual supports, and structured routines—are consistently used in every classroom.

• We adopt a graduated approach to SEND, identifying needs early and responding with targeted support that is evidence-informed and regularly reviewed.

• Our staff are trained to implement the EEF’s five evidence-based strategies for supporting pupils with SEND, including explicit instruction, cognitive and metacognitive strategies, scaffolding, flexible grouping, and using technology effectively.

• We foster a positive and supportive environment that promotes wellbeing, engagement, and high expectations for all learners, removing barriers to participation and achievement.

We work in close partnership with families, external agencies, and our wider community to ensure that pupils with SEND are empowered to reach their full potential and enjoy a rich, inclusive school experience.

Ordinarily Available Inclusive Practice 

Ordinarily Available Provision is the range of activities, opportunities and strategies that are offered as basic good practice to meet a range of additional needs without the need for a formal diagnosis or specialist support. For example the use of the evidence-based 'five a day' principle from the Education Endowment Foundation as recommended in the guidance Special Educational Needs In Mainstream Schools. 

High Quality Teaching: The 'five a day' Principle (EEF)

The Salford Thrive Graduated Approach

The Salford Ordinarily Available Inclusive Provision describes the range of support, strategies and activities that are available in mainstream educational settings, to young children with additional needs that is available as part of the basic good practice in the setting.

Best practice walkthrough gives an overview of Special Educational Needs (SEN) and the graduated approach.

The main THRIVE tool is organised by type of need and key stage. The sections cover:

• Getting advice (adjustments in the classroom)
• Getting help (targeted interventions)
• Getting more help (specialist interventions)