SEND at St Matthias
At St Matthias, inclusion is part of how we teach, how we build relationships, and how we remove barriers so that every child can flourish academically, socially and emotionally.
We take a neuroinclusive approach: we start with the assumption that children learn and communicate in different ways, and we adapt our teaching, environment and routines so that children can feel safe, seen and secure – and ready to learn.
Our inclusive approach:
We use a graduated response:
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Universal (Ordinarily Available / Quality First Teaching): strong, inclusive classroom practice for all pupils.
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Targeted: small-group or short-term interventions for shared needs, with clear entry/exit and review.
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Specialist: personalised programmes, external professional involvement and/or EHCP processes where needed.
Our Universal Offer
We aim for high-quality teaching, strong relationships, and predictable routines so children can regulate, engage and learn. Across the school, you will see:
1) Relationships, regulation and wellbeing
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Adults who are calm, consistent and supportive
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A focus on co-regulation (adults help children regulate before expecting self-regulation)
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Clear boundaries with reasonable adjustments when children have additional needs
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Planned support for transitions (start of day, between lessons, playground, trips)
2) A supportive learning environment with accessible resources
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Visual information that helps children predict next steps (visual timetables, now/next, task steps)
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Support for sensory needs (movement breaks, quieter spaces, sensory tools where needed)
3) Communication-friendly classrooms
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Clear instructions, chunked steps, modelling and checking understanding
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Time to process and respond
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Visuals and strategies to support language and comprehension
4) Adaptive teaching and learning design
Teachers use evidence-informed approaches such as:
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Explicit teaching (model → guided practice→ independent practice)
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Small steps, worked examples and scaffolds that are gradually removed
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Retrieval practice and overlearning to build fluency and memory
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Flexible groupings based on need at that time (not fixed “ability” labels)
Education, Health and Care Plans (EHCPs)
Some children with significant and long-term needs may require an EHCP. We will work closely with families to:
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Gather evidence and assess needs over time
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Demonstrate the impact of strategies already in place
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Contribute school advice and outcomes-focused planning
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Support annual reviews and transition planning
SEND Team
We work closely with:
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Class teachers (first point of contact for day-to-day learning)
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Pastoral and safeguarding leads
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Teaching assistants and specialist support staff
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External professionals (where appropriate)
Local Offer
Hackney Local Authority have published a local offer which sets out information about provision they expect to be available for children and young people in their area who have SEND, including those who do not have EHC plans.
The two key purposes of the local offer are to:
- Provide clear, comprehensive and accessible and up-to-date information about the available provision and how to access it; and
- Make provision more responsive to local needs and aspirations by directly involving children and young people with SEN or disabilities, parents and carers and service providers in its development and review.
To find out more about the local offer please click here.
SEND Documents
Our School SEND Information Report (School Offer)
View our SEND Information Report (School Offer) below:
Our school Federation SEND policy can be found here.
Help managing challenging behaviour: Parent individual sessions offer