At Panaga School, we are committed to creating an inclusive environment where every child feels valued, supported, and able to succeed. We recognise that all learners are unique, and we celebrate the diversity of strengths, backgrounds, and needs within our school community.
High-quality, inclusive teaching is at the heart of our approach. Teachers adapt learning to ensure all students can access the curriculum, while maintaining high expectations for every child. Through ongoing assessment and careful observation, we identify individual needs early and provide appropriate support to enable all learners to make meaningful progress.
We support students with Special Educational Needs and Disabilities (SEND), as well as those who are neurodivergent or learning English as an Additional Language. Our provision is guided by the UK SEND Code of Practice and follows a graduated approach. This includes Wave 1 high-quality classroom teaching, Wave 2 targeted small group interventions, and Wave 3 personalised programmes, including Individual Education Plans and specialist support where required.
Our Inclusion Team, led by the SENCo, works closely with teachers, families, and external professionals to ensure that support is coordinated, effective, and regularly reviewed. We use an Assess–Plan–Do–Review cycle to monitor progress and adapt provision in response to each child’s needs.
Strong partnerships with parents are central to our work. Open communication and collaboration help us ensure consistency and the best possible outcomes for every child.
Above all, we aim to create a nurturing, supportive environment where every student develops confidence, independence, and a strong sense of belonging.
Frequently Asked Questions
How does the school identify if a child needs additional support?
Teachers regularly assess and monitor all students’ progress. If a child is not making expected progress, we begin with in-class strategies and closely track their response. If concerns continue, the class teacher will discuss this with parents and may involve the SENCo to explore further support.
What happens if my child is identified as needing support?
We follow a graduated approach, in line with the UK SEND Code of Practice. This may include classroom adaptations, small group interventions, or more personalised support. Parents are involved at every stage.
What is an Individual Education Plan (IEP)?
An IEP is a personalised plan for students who require more targeted support. It outlines specific goals, strategies, and support in place, and is reviewed regularly to ensure progress.
How are parents involved?
We see parents as key partners. We communicate regularly about progress, involve families in decision-making, and work together to support each child both at school and at home.
What support is available for children learning English as an Additional Language (EAL)?
We provide tailored support for students developing their English, including in-class strategies and targeted teaching. We carefully distinguish between language acquisition and SEND to ensure appropriate support.
Does the school work with external specialists?
Yes, where appropriate, we collaborate with external professionals such as educational psychologists, speech and language therapists, and occupational therapists to support individual needs.
Can the school support children with a diagnosis?
Yes. We support students with a range of needs, including autism, ADHD, dyslexia, and other learning differences. Our focus is on understanding each child’s needs and providing the right support to help them succeed.
Who should I contact if I have concerns about my child?
Your child’s class teacher is the first point of contact. You can also reach out to the SENCo via the school office if you would like further support or guidance.
Katya Kuruch
Head of Inclusion