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Ribbleton Avenue Methodist Junior School

Governor SEND Information Report 2026

Parent Summary

At Ribbleton Avenue Methodist Junior School, we are committed to ensuring all pupils feel included, supported and able to succeed. This report provides an overview of SEND (Special Educational Needs and Disabilities) provision across school during 2025–2026.

Our School Community

We currently have 280 pupils on roll.

  • 60 pupils are identified as having SEND (21%)

  • 17 pupils have an Education, Health and Care Plan (EHCP)

  • 60% of pupils speak English as an Additional Language (EAL)

  • 41% of pupils are eligible for Free School Meals

We continue to see increasing levels of need relating to:

  • Speech, language and communication

  • Social, Emotional and Mental Health (SEMH)

  • Cognition and learning difficulties

  • Autism and neurodevelopmental needs

  • Trauma and attachment needs

Adaptive Teaching Across School

A major focus this year has been strengthening adaptive teaching across all classrooms.

Adaptive teaching means that teachers carefully adapt lessons, resources and support so that all children can access learning successfully while still being challenged.

This includes:

  • Breaking learning into smaller steps

  • Visual supports and modelling

  • Vocabulary pre-teaching

  • Scaffolded tasks and writing frames

  • Flexible grouping

  • Practical and multisensory learning

  • Reduced cognitive overload

  • Alternative ways for pupils to show understanding

  • Use of technology to support learning and independence

Staff have received regular training throughout the year to ensure SEND pupils can access the same ambitious curriculum as their peers.

The Nest Provision

The Nest continues to provide targeted support for pupils with Cognition and Learning needs.

The provision is delivered by a qualified teacher and skilled teaching assistants within a small-group environment. Teaching is highly personalised and adaptive to meet pupils’ individual needs.

The Nest focuses strongly on:

  • Building foundational knowledge

  • Improving confidence and independence

  • Supporting literacy and maths development

  • Reducing barriers to learning

  • Preparing pupils for increased access to mainstream lessons

The provision is flexible and based on individual need. Some pupils access the Nest for only part of the day and return to their mainstream class for other lessons. Others increase their time in class as confidence and progress improve.

A small number of pupils currently accessing the Nest are awaiting specialist placements. The provision ensures these pupils remain included and continue accessing education successfully while awaiting longer-term outcomes.

SEMH and Pastoral Support

The Heart Room remains central to supporting pupils’ emotional wellbeing.

Support includes:

  • Nurture groups

  • Friendship groups

  • Social skills support

  • Restorative conversations

  • Play therapy

  • Counselling

  • Mindfulness and emotional regulation support

  • One-to-one support

The school continues to use restorative and relational approaches to support behaviour and emotional wellbeing.

SEND Interventions

A wide range of interventions continue to support pupils across school, including:

  • Nessy

  • Toe by Toe

  • Colourful Semantics

  • WellComm

  • Fine motor interventions

  • Speech and language support

  • Sensory interventions

  • Phonics interventions

  • Gross motor interventions

Interventions are monitored regularly to ensure they are having a positive impact.

Working with Families

We value strong partnerships with parents and carers.

Support this year has included:

  • Parent drop-ins

  • SEND review meetings

  • Coffee mornings

  • Workshops

  • Regular communication

  • Support with EHCP and referral processes

  • Home learning support

Parent feedback continues to be positive and families remain central to planning support for pupils.

Attendance and Inclusion

Attendance continues to be an area of focus for vulnerable pupils, particularly pupils with SEND and SEMH needs.

Support includes:

  • Family Support Worker involvement

  • Attendance monitoring

  • Personalised support plans

  • Early Help support

  • Flexible approaches where appropriate

  • Close work with outside agencies

The school remains committed to ensuring pupils with SEND are included meaningfully within all aspects of school life, including trips, clubs, enrichment activities and whole-class learning.

Staff Training

Staff have received ongoing training throughout the year, including:

  • Adaptive teaching

  • Scaffolding and reducing cognitive overload

  • Trauma-informed practice

  • Restorative approaches

  • Speech and language support

  • Dyslexia and literacy difficulties

  • SEMH support

  • Sensory needs

This training has strengthened staff confidence in meeting a wide range of needs within the classroom.

Impact

This year we have seen:

  • Improved engagement in lessons

  • Increased confidence and independence

  • Better emotional regulation

  • Improved inclusion within mainstream lessons

  • Increased staff confidence in supporting SEND pupils

  • Positive feedback from pupils and families

The school continues to work hard to ensure that all pupils feel safe, supported and successful.

Priorities for 2026–2027

Our priorities moving forward include:

  • Continuing to embed adaptive teaching across school

  • Improving Reading, Writing and Maths outcomes for SEND pupils

  • Further strengthening speech and language support

  • Developing pupil independence

  • Continuing to strengthen parental engagement

  • Maintaining inclusive practice across all areas of school life

At RAMJS, we remain committed to creating an inclusive environment where all children are valued, supported and encouraged to achieve their full potential.

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