SEND Learning

Our SEND Learning Framework

Access. Adaptation. Aspiration. Achievement.

At New Moston Primary School, we believe that all children — including those with Special Educational Needs and Disabilities (SEND) — are entitled to a high-quality, inclusive education. Our SEND Learning Framework sets out how we ensure that every child with SEND can access the curriculum, engage in meaningful learning, and make strong progress from their individual starting points.

This framework sits within our wider Learning and Curriculum Strategy and is shaped by our school values of Growth, Standards, Attitude, and Pride.

What Is the SEND Learning Framework?

Our SEND Learning Framework focuses specifically on how children with SEND learn within the classroom and across the curriculum. It is distinct from our broader SEND Framework, which covers identification, intervention, and wider support.

How This Framework Is Different from Our Whole-School SEND Framework

At New Moston, we use two distinct but connected frameworks for SEND:

• Our SEND Framework focuses on the wider SEND strategy — identification, early intervention, support services, and family involvement.

• Our SEND Learning Framework, explained on this page, focuses on how children with SEND access learning within the classroom and make progress through our curriculum.

Together, they ensure every child is not only supported but also challenged, included, and able to thrive as a learner.

The SEND Learning Framework is built around four pillars:

Access

“Every child can take part in learning.”

We remove barriers and create inclusive classrooms where every child can engage fully. This includes:

• Clear routines, visuals, and structured learning environments

• Use of models, scaffolds, and multi-sensory approaches

• Pre-teaching of vocabulary and concepts

• Adjusted inputs that don’t compromise expectations

Adaptation

“Every child gets the support they need.”

Teaching is responsive, flexible, and personalised. This includes:

• Differentiation and scaffolded tasks

• Support staff that enable independence, not dependence

• Tasks adapted to meet needs without reducing challenge

• Small-step instruction and accessible resources

Aspiration

“Every child is expected to achieve and grow.”

We maintain high expectations for all children with SEND and never use labels as a limit. This includes:

• Stretch and challenge within a supportive structure

• Personalised goals that promote ambition

• Celebrating success in both academic and personal growth

• Encouraging confidence, resilience, and self-belief

Achievement

“Every child’s progress matters.”

Progress is measured holistically, with an understanding that it may look different for every child. This includes:

• Regular assessment against individual targets and curriculum goals

• Use of learning walks, pupil voice, and work sampling

• Progress celebrated in a variety of ways

• Clear tracking systems that inform teaching and planning

Quality First Teaching for All

We believe every teacher is a teacher of SEND. The foundations of great SEND learning lie in high-quality, inclusive classroom practice, not in withdrawal or over-reliance on interventions.

At New Moston:

• Our curriculum is planned to be accessible and ambitious from the outset

• Our staff are trained and supported to meet a wide range of needs

• SEND is not an afterthought — it’s built into how we teach every day

Our Commitment

We are committed to a learning culture where:

• All children are included, engaged, and inspired

• Learning is personalised, but never lowered in ambition

• Every child is seen as a capable learner with the potential to succeed