SEND and Inclusion
Inclusion at The Maple School
Inclusion is a fundamental principle underpinning high-quality education, rooted in the Department for Education’s expectation that all schools adopt “a focus on inclusive practice and removing barriers to learning,” ensuring that every child, regardless of need, has equitable access to a broad and balanced curriculum and can achieve positive outcomes. This reflects a national ambition that all children and young people are supported not only to achieve well academically but to develop the skills and confidence needed for a fulfilled life. Within this context, the school works in close alignment with Blackpool’s SEND Local Offer, which brings together clear, accessible information about the services, support and opportunities available for children and young people with additional needs and their families, enabling strong partnership working and informed decision-making. Through this shared commitment, inclusion is not seen as an add-on, but as a core expectation that drives practice, ensuring every pupil is valued, supported and able to thrive within their community
SEND Information Report
As a special school for children with EHCPs for Social, Emotional and Mental Health, we offer a number of bespoke and specialist interventions to our children with SEND. The SEND Information Report clearly explains these. Special schools are not required to have a named SENDCO as all staff are provided with additional capacity to support students needs, however, The Maple School does maintain a named SENDCO.
The SENDCO for The Maple School is Miss. E. Chadwick. To make contact with the SENDCO please email - [email protected]
Our approach to inclusion
Ambitious leadership and governance that embeds inclusion
Inclusion sits at the heart of the school’s ethos and reflects an unwavering ambition that every child, regardless of background, need or starting point, is supported to thrive. Leadership of inclusion is strong, strategic and values-driven, ensuring that inclusive practice is not an add-on but fully embedded within school improvement priorities. The dedicated SENCo works in close partnership with senior leaders, staff and the trust to ensure provision is rigorously planned, monitored and refined. Governance and trust support provide both challenge and additional expertise, ensuring accountability and continuous development. This collective leadership approach ensures that inclusion is consistently ambitious, equitable and responsive across all aspects of school life.
Evidence-based support prioritising early intervention
The school is proactive in identifying and addressing barriers to learning at the earliest opportunity, recognising that timely support is crucial to long-term success. Staff use a range of assessment tools, professional knowledge and evidence-based approaches to inform practice, particularly in supporting pupils with SEMH, SEND and other vulnerabilities. As a Thrive school, provision is underpinned by a deep understanding of emotional development, attachment and regulation. Early intervention is carefully targeted to support not only academic progress, but also wellbeing, relationships and readiness to learn. Access to therapeutic counsellors and specialist support further enhances this offer, ensuring that pupils receive holistic, personalised intervention that meets their evolving needs.
High-quality adaptive teaching with curriculum designed for all learners
High-quality teaching is the foundation of inclusion. Staff are highly skilled, reflective practitioners who benefit from ongoing, relevant CPD that equips them to meet a diverse range of needs. Teaching is adaptive, responsive and inclusive, with strategies embedded to support cognition, communication, independence and engagement. The curriculum is designed to be broad, balanced and accessible, with careful consideration given to representation, sequencing and flexibility so that all pupils can access meaningful learning. Through this approach, barriers are reduced, expectations remain high, and all pupils are supported to make strong, sustained progress from their individual starting points
Enriching provision beyond the classroom that all children can access
Inclusion extends beyond academic learning to encompass the wider experiences that shape pupils’ development. The school provides a rich and inclusive offer of enrichment opportunities, designed to ensure that every child can participate and succeed. Activities are carefully adapted to remove barriers and promote engagement, particularly for pupils with SEMH or additional needs. Opportunities for play, creativity, physical activity, and social interaction are prioritised, supporting the development of confidence, independence, collaboration and resilience. This inclusive approach ensures that all pupils feel valued and are able to fully participate in the life of the school.
A safe and respectful culture fostering belonging, attendance and participation in learning
A safe, respectful and nurturing culture is central to the school’s inclusive practice. Strong, trusting relationships underpin all interactions, reflecting a consistent relational approach rooted in Thrive principles. Pupils feel known, understood and valued as individuals, which fosters a deep sense of belonging and psychological safety. This inclusive culture actively celebrates diversity, promotes mutual respect and supports positive behaviour. As a result, pupils are more able to attend regularly, engage positively in learning and develop resilience. The school recognises that emotional safety and wellbeing are essential foundations for both academic success and personal growth.
Strong partnerships with families and wider services
Effective inclusion is built on strong, respectful partnerships with families and external professionals. The school prioritises clear, open communication, ensuring that parents and carers are well informed, listened to and actively involved in decision-making. Reporting systems are accessible and meaningful, supporting shared understanding of progress, needs and next steps. The school works collaboratively with a range of external services, including health professionals, therapeutic support and local authority teams, to provide a coordinated and holistic approach. These partnerships ensure that pupils and families receive the right support at the right time, strengthening outcomes and promoting trust.
Inclusive environments with continuous improvements to accessibility
The school environment is intentionally designed to be inclusive, welcoming and accessible to all. This includes consideration of physical spaces, sensory needs, communication supports and the wider learning environment. Regular review ensures that accessibility is continuously improved, removing barriers and adapting provision in response to pupil need. Inclusive environments extend beyond the physical, encompassing routines, systems and attitudes that enable every pupil to feel a sense of belonging. Through this reflective and proactive approach, the school ensures that all pupils can fully access learning, participate in school life and experience success.
