SEND

SEND Information Report for a SEND section

At Prism Independent School, we are fully committed to providing an inclusive and supportive learning environment where all pupils, including those with Special Educational Needs and Disabilities (SEND), are given the opportunity to thrive. In line with the SEND Code of Practice (2015) and the Equality Act (2010), we work to ensure that every young person receives the right level of support to achieve their full potential.

Our SEND is overseen by our SENDCo, who works closely with the senior leadership team, teachers, support staff, parents, and external professionals to ensure each pupil’s needs are identified, understood, and met effectively. If you need to contact the SENDCo, her details can be found on our school contact page.

Prism supports a wide range of needs. Many of our pupils have Education, Health and Care Plans (EHCPs) and are placed with us because of their difficulties in mainstream settings. We specialise in supporting pupils with Social, Emotional and Mental Health (SEMH) needs, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Conditions (ASC), and Speech, Language and Communication Needs. Some pupils may also present with moderate or specific learning difficulties, including dyslexia, as well as sensory or physical needs that we accommodate where reasonable adjustments can be made.

Pupils’ needs are identified through a thorough admissions process, including the review of prior information such as EHCPs, school reports, and professional assessments. When a pupil joins Prism, they complete a series of baseline assessments within their first week, including academic and social-emotional screening. Observations by staff, input from parents or carers, and multi-agency information all contribute to a holistic understanding of the young person’s needs. When further concerns are identified, we follow the ‘Assess, Plan, Do, Review’ cycle to ensure appropriate support is introduced quickly and reviewed regularly.

Support at Prism is tailored to the individual. Lessons are planned to be accessible, using adapted teaching materials and approaches so that all pupils can engage meaningfully. We offer a mix of one-to-one and small group interventions, key worker support, emotional literacy and regulation work (including the use of the Zones of Regulation), and access to alternative curriculum pathways such as functional skills and vocational qualifications. Our aim is to remove barriers to learning and build the confidence and resilience of our pupils. Staff are trained regularly in SEND best practice and in the specific needs presented by the pupils they support.

Progress is monitored carefully. Pupils have Individual Learning Plans (ILPs) that are reviewed half-termly, and their progress is tracked both against national benchmarks and the personalised outcomes set out in their EHCPs. Formal reviews are held annually in line with statutory requirements, and we keep in close contact with families through review meetings, regular updates, and where needed, daily communication. Pupil voice is central to our planning and is included in all review processes.

We ensure our school environment is as accessible as possible. This includes adapting classrooms, offering quiet spaces, using visual support tools, and ensuring assistive technology is available where appropriate. While our setting has physical limitations in some areas, we are committed to making reasonable adjustments to meet the needs of the pupils placed with us.

Prism works closely with a wide range of external professionals and agencies. This includes educational psychologists, speech and language therapists, occupational therapists, CAMHS, local SEND teams, social care, and other services involved in supporting the holistic development of our pupils. This multi-agency approach ensures consistency and continuity of care.

Transitions are a key part of our provision. When pupils join us, we provide a gradual and supported transition into school life. As they move through the school and prepare for life beyond Prism, we support them with careers guidance, college applications, and enhanced transition to their next setting. Pupils who remain with us until Year 11 receive support to move into post-16 education, training, or employment, with personalised support throughout the process.

If a parent or carer has concerns about the support their child is receiving, we encourage early and open discussion with the class teacher or SENDCo. If concerns cannot be resolved informally, our school’s Complaints Policy outlines the process for raising formal concerns and is available on our website.

For more detailed information, please see our SEND Policy or contact the school directly.