Purpose of the pathway
The Raedwald Trust SEND & Inclusion Pathway is a 6-week pathway for mainstream schools supporting pupils who are experiencing challenges in accessing, engaging with or making progress within their current educational offer.
The pathway is accessed through a referral for an individual pupil via SCC or our School Commissioned services. It begins with a detailed focus on the pupil and their individual strengths, needs and barriers to learning. Across the six weeks, the focus progressively widens to consider the classroom, teaching and learning, curriculum and the school’s wider approaches to SEND, inclusion, behaviour and safeguarding.
The purpose of the pathway is to:
- strengthen the mainstream school’s understanding of the pupil’s needs and barriers to learning;
- support early and accurate identification of need;
- review the effectiveness of the pupil’s current educational offer;
- identify appropriate adaptations, strategies and interventions;
- strengthen inclusive classroom and whole-school practice;
- build staff confidence and capacity to meet need within the mainstream setting;
- ensure pupil and parent/carer voice informs planning and decision-making; and
- provide clear, evidence-informed recommendations and next steps.
The pathway is suitable for pupils across EYFS, KS1, KS2, KS3 and KS4, with the approach, assessments and recommendations adapted to the pupil’s age, stage of development and individual needs.
How the Pathway Works
The pathway lasts for 6 weeks, with Raedwald Trust staff working alongside the mainstream school for one day each week.
The pupil remains on roll at their mainstream school throughout the pathway. The SEND & Inclusion Pathway is not an alternative placement and Raedwald Trust staff do not take over delivery of the pupil’s curriculum. Instead, the pathway works alongside the school to understand need, strengthen provision and develop a sustainable plan for the pupil moving forwards.
Information is gathered through a combination of:
- observations;
- school information and existing assessment data;
- pupil and parent/carer voice;
- discussion with school staff and other professionals;
- review of SEND, medical and safeguarding information;
- appropriate baseline and diagnostic assessments;
- review of the pupil’s curriculum and timetable;
- review of adaptations, interventions and support already in place; and
- consideration of relevant classroom and whole-school systems and processes.
| Week | Focus | Activity |
|---|---|---|
| Week 1 | Individual Pupil | Referral information; strengths and needs; SEND and medical information; attainment and progress; attendance and behaviour; curriculum and timetable; existing plans and risk assessments; pupil and parent/carer voice; appropriate baseline assessments; introduction of the Student Support Plan (SSP). |
| Week 2 | Pupil within the classroom | Observation within the classroom; learning environment; relationships; engagement; peer group; staffing; adaptations; communication; routines and expectations; sensory and environmental factors; barriers to participation and learning. |
| Week 3 | Teaching & Learning | Quality-first teaching; adaptive teaching; routines and structures; consistency of practice; scaffolding; communication; questioning; feedback; level of challenge; use of support staff; strategies currently used to meet the pupil’s needs. |
| Week 4 | Curriculum & Progress | Curriculum intent and accessibility; sequencing; curriculum adaptations; timetable; assessment; tracking; progress from starting points; participation; expectations; opportunities for success and preparation for the pupil’s next stage of education. |
| Week 5 | SEND & Inclusion | Graduated response/APDR; SEND policy and practice; identification of need; interventions; adaptive toolkit; SEND support/EHCP provision where applicable; staff understanding of need; inclusion across the school; communication with families and professionals. |
| Week 6 | Behaviour, Safeguarding & Next Steps | Behaviour policy and practice; relational approaches; risk assessments and support plans; one-page profiles; attendance; safeguarding systems; contextual information; data triangulation; review of findings; identification of strengths, areas for development and agreed next steps. |
Assessment and Student Support Plan
Assessment is used to build a clear understanding of the pupil’s strengths, needs and potential barriers to learning.
Assessment will be needs-led and age/stage appropriate and may include assessment of areas such as:
- communication and interaction;
- cognition and learning;
- literacy and numeracy;
- social, emotional and mental health;
- sensory and/or physical needs; and
- engagement with learning.
Existing school assessment information will be considered alongside any additional assessment undertaken or supported by Raedwald Trust.
A Student Support Plan (SSP) will be developed for the referred pupil. The SSP will bring together assessment information, pupil and parent/carer voice, identified strengths and barriers, agreed targets, appropriate adaptations and strategies, and recommended interventions where required.
Where a pupil has an EHCP, relevant outcomes and provision will be considered within the pathway and reflected through the SSP and APDR process.
Working in Partnership
The pathway is collaborative and is designed to work with the school, rather than to the school.
Raedwald Trust staff will work alongside school leaders, SEND staff, teachers and other relevant professionals to identify both existing strengths and opportunities to further develop provision.
The pathway also recognises that sustainable change for an individual pupil may require consideration of the wider environment around them. For this reason, the focus moves from the individual pupil → classroom → teaching and learning → curriculum → SEND and inclusion → wider school systems.
End of Pathway
At the end of the six weeks, the school will receive:
- a completed Student Support Plan (SSP) for the referred pupil;
- a written feedback report summarising strengths, findings and areas for development;
- clear, practical recommendations for adaptations, strategies and interventions;
- an agreed action plan and next steps; and
- a final professional discussion with relevant school and Raedwald Trust staff.
Next steps will be determined collaboratively and may include:
- implementation of the agreed recommendations within the mainstream setting;
- continuation of the school’s APDR cycle;
- signposting or referral to other appropriate services;
- further Raedwald Trust Professional Services support, where appropriate; or
- exit from the pathway where the intended outcomes have been achieved.
Intended Impact
By the end of the pathway, the school should have the following:
- A clearer understanding of the pupil’s needs
- A stronger and more appropriately adapted educational offer
- Increased staff confidence and capacity
- A sustainable plan for supporting the pupil within mainstream education.