Our SEND Offer at The Park Community School
Our well-rounded mainstream SEND (Special Educational Needs and Disabilities) offer ensures all students receive tailored support within an inclusive environment. The structure typically includes a combination of targeted interventions, specialized support programs, and integrated classroom strategies.
Special needs education has evolved to recognize that each learner requires tailored support to thrive academically, socially, and emotionally. One effective framework for addressing these diverse needs is the Three-Wave Approach. This model structures support in progressive stages, ensuring all students receive appropriate interventions based on their specific requirements.
By implementing the Three-Wave Approach at The Park Community School we can create a responsive, layered system of support. This ensures that every learner, regardless of their challenges or abilities, has the opportunity to succeed and realize their full potential within an inclusive educational setting.
Our Universal Provision – Wave 1
At The Park Community School, we use universal teaching strategies for students with SEN which also benefits all students to focus on creating an inclusive and supportive learning environment where every student can thrive. We implement adapted instruction, tailoring lesson plans to accommodate diverse learning abilities, ensuring that all students can access the curriculum at an appropriate level. Our classrooms use multi-sensory teaching approaches, combining visual, auditory, and concrete examples to reinforce learning and engagement. Scaffolded learning provides step-by-step support, gradually building independence and confidence. We also implement flexible grouping, allowing students to work in smaller, targeted groups for personalized support for some subjects. Clear, consistent routines and visual timetables help students with organizational challenges, while structured classroom environments foster focus and reduce anxiety. Regular collaboration between teachers and SEND specialists ensures that each student’s needs are understood and met, promoting a culture of empathy, respect, and high expectations for all.
Targeted Support Programs – Wave 2
At The Park Community School, our targeted support plans are designed to provide personalized interventions for students with specific needs, ensuring they receive the focused help necessary for their progress. Programs like Talk About Me offer a platform for students to build confidence in expressing themselves and improving their social communication skills, particularly for those with speech and language difficulties. For students struggling with reading and literacy, we use the Fresh Start RWI (Read Write Inc.) Phonics program, which delivers structured, phonics-based instruction in small groups, helping students improve their reading, spelling, and writing skills at their own pace. Additionally, we offer Thrive-based interventions, which focus on supporting emotional and social development through tailored activities that promote self-regulation, resilience, and interpersonal skills. These targeted programs work in conjunction with personalized learning plans, ensuring students are given the right support to achieve their academic and personal potential.
In years 7 and 8 we have a nurture class which accommodates between 15-24 students allowing for a more personalized and supportive learning environment. This setting is designed to help each student thrive academically, socially, and emotionally. The class will follow a highly adapted curriculum, tailored to meet the specific needs and abilities of the students. This approach ensures each student receives the attention and resources necessary to maximize their learning potential. This is supported by learning Support Assistants and a qualified teacher.
Specialised Interventions – Wave 3
At The Park Community School, we implement a graduated response approach to track and nurture our students with Special Educational Needs and Disabilities (SEND). This approach ensures that each student’s needs are met in a progressive and supportive manner. Initially, all students are closely monitored within the classroom setting, and adjustments are made through differentiated teaching strategies. If further support is needed, targeted interventions, such as small-group sessions or additional learning resources, are introduced. For students requiring more individualized support, we may offer specialized services such as Speech and Language Therapy, Occupational Therapy, or personalized Behaviour Support Plans or Alternative Provision (internal and external) . Throughout this process, regular assessments and reviews are conducted to monitor progress and ensure that the support provided is effective and tailored to the student’s evolving needs. This graduated response ensures that SEND students are fully supported at every stage of their learning journey, promoting their academic, social, and emotional growth.
Please see here for an overview of the provision on offer.
OAIP (Ordinarily Available Inclusive Provision) Map
Staff Training and Development
At The Park Community School, we are deeply committed to the ongoing professional development of our staff in the area of Special Educational Needs and Disabilities (SEND). We believe that investing in staff training ensures that our teachers and support staff are equipped with the knowledge and skills to provide the best possible support for our SEND students. Through regular workshops, external training, and sharing best practices, we empower our staff to stay informed about the latest strategies and interventions, ensuring that every student receives the tailored care and attention they need to thrive.
Staffing Structure:
SEND Leadership Team
Assistant Headteacher and SENDCo – Mrs Aimee Mills
Assistant SENDCo – Mrs Rachel Beaman
Deputy SENDCo – Ms Indianna Jones
SEND Administrators
Tamsin Marshall
Georgina Farrell-Roberts
Student Transition Lead
Helen Paddon
Higher Learning Teaching Assistants (HLTAs)
Nadine West – Lead for Communication and Interaction
Maggie Carroll – Lead for Cognition and Learning
Graham Lester – Lead for Social, Emotional and Mental Health
Jo Pelling – Lead for the Alternative Learning Provision (ALP)
