Welcome to TSLA – Flip Book
How We Support Students With SEND Through Our Curriculum
At The St Lawrence Academy, every student is entitled to a rich, ambitious curriculum that enables them to thrive. Our approach for students with SEND is rooted in strong whole‑school Teaching & Learning principles and a commitment to inclusive practice in every classroom. We do not create a separate curriculum for SEND learners; instead, we ensure full access to the same high‑quality curriculum through thoughtful design, adaptive teaching, and consistent routines.
High‑Quality Teaching for Every Learner
Our curriculum is delivered through the academy’s Teaching & Learning Principles, which benefit all students and are especially powerful for those with SEND. Teachers plan lessons that are:
- Clear and structured, using routines such as Meet & Greet, Do Now tasks, quiet independent work, and Smart Depart.
- Modelled explicitly, so students can see what success looks like before trying it themselves.
- Broken into manageable steps, reducing cognitive load and supporting working memory.
- Rich in practice opportunities, allowing students to revisit, apply, and secure learning.
- Supported by high‑quality feedback, helping students understand their next steps.
These principles align with our SEND Strategy and ensure that students with additional needs experience consistency, predictability, and clarity in every lesson.
Adaptive Teaching
Teachers use adaptive teaching—not lowering expectations, but adjusting the route to success. This may include:
- Pre‑teaching or revisiting key vocabulary
- Scaffolded tasks or worked examples
- Chunked instructions
- Visual supports or writing frames
- Flexible grouping
- Additional processing time
Adaptations are informed by each student’s Learning Plan, provision map, and class context sheet, ensuring strategies are personalised and purposeful.
Subject‑Specific Support
Each subject identifies the particular challenges students with SEND may face—whether cognitive, communication‑based, sensory, or emotional—and outlines the provision that removes barriers. This is captured in our 4 Pillars of Inclusion: Subject‑Specific SEND/EAL framework, ensuring every department plans with inclusion at its core.
Access Arrangements
Where appropriate, students receive access arrangements in line with their assessed needs. These arrangements are used consistently in lessons, assessments, and internal exams so students are confident and familiar with them.
Consistent Routines and Relationships
Predictable routines help students feel safe and ready to learn. Staff use calm, relational approaches and restorative practice to support emotional regulation and positive behaviour. Our Assistant Teachers follow clear non‑negotiables to ensure support is effective, unobtrusive, and empowering.
Collaboration With Families
We work closely with parents and carers, sharing Learning Plans, updates, and strategies so that support is joined‑up and transparent. Our SEND team is always available to discuss progress, provision, or concerns.
