SEND

At St Annes College Grammar School (SACGS), we believe every child deserves to feel safe, understood, and able to succeed.

Our SEND provision is built around strong relationships, small class sizes, structured routines, and individualised support. We provide a calm, low-arousal environment where pupils can rebuild confidence, re-engage with learning, and achieve their full potential.

Our Approach

We support pupils through:

• Small class sizes with high levels of teacher attention
• Clear structure and predictable routines
• Low-arousal classrooms that reduce overwhelm
• Personalised teaching and scaffolding
• Strong pastoral care and trusted adult relationships
• Emotional regulation and wellbeing support
• Regular communication with families
• Close monitoring of progress and wellbeing

We understand that not all pupils follow the same path. Some need reassurance, flexibility, and time to rebuild trust in education—and we provide the space for that to happen.

Who We Support

SACGS is particularly suitable for pupils who may:

• Have Autism Spectrum Disorder (ASD)
• Have ADHD
• Experience high levels of anxiety
• Experience Emotionally Based School Avoidance (EBSA)
• Have needs linked to ARFID
• Be returning from Elective Home Education (EHE)
• Struggle in large or busy mainstream environments
• Need support with social communication or emotional regulation
• Be at risk of, or have experienced, placement breakdown

Our approach is especially effective for pupils who are academically able but require a smaller, calmer, and more personalised setting.

EHCP Support

We have experience supporting pupils with Education, Health and Care Plans (EHCPs).

Where a pupil has an EHCP, we:

• Carefully review and plan provision
• Deliver support in line with identified needs
• Monitor progress closely
• Work collaboratively with families, Local Authorities, and external professionals

Support may include:

• Differentiated classroom teaching
• Targeted pastoral support
• Sensory and emotional regulation strategies
• Structured transitions and routines
• Reintegration planning
• Support with independence and confidence

Anxiety, EBSA and Reintegration

We recognise that anxiety can be a significant barrier to attendance, learning, and wellbeing.

For pupils experiencing high anxiety, EBSA, or prolonged absence, we provide a carefully paced and supportive approach, which may include:

• Gradual reintegration into school
• Reduced overwhelm and clear expectations
• Consistent support from trusted adults
• Predictable routines and gentle transitions
• Regular communication with families
• A focus on emotional safety before academic pressure

Our priority is simple: pupils must feel safe before they can learn.

ARFID and Anxiety-Linked Needs

Some pupils experience food-related anxiety or needs linked to Avoidant/Restrictive Food Intake Disorder (ARFID).

Where appropriate, we support pupils through:

• A calm, consistent and understanding approach
• Reduced pressure around food
• Sensitive pastoral care
• Close communication with families
• Awareness of triggers and emotional needs

We recognise that these needs require patience, dignity, and trust.

Working with Families

Parents and carers are central to successful SEND support.

We value open, honest communication and work closely with families to understand each pupil’s strengths, needs, and barriers to learning.

Together, we aim to build confidence, independence, and long-term success.

Working with Local Authorities

SACGS works constructively with Local Authorities during:

• EHCP consultations
• Annual reviews
• Placement discussions
• Reintegration planning

Our model offers a local, stable, and cost-effective alternative to higher-cost or out-of-area placements, while maintaining a strong focus on positive pupil outcomes.

Suitability

While SACGS supports a wide range of needs, we may be less suitable for pupils who require:

• A highly specialised or clinical environment
• Significant medical intervention
• Ongoing intimate care beyond EYFS-level provision
• Provision that cannot be safely delivered within a small-school setting

Where this is the case, we will always work honestly with families and professionals to identify the most appropriate provision.

Our Values

Our SEND provision is rooted in our wider school values:

• Excellence – we aim high and celebrate progress
• Inclusion – every child belongs and is valued
• Respect – we listen, understand, and support
• Wellbeing – emotional safety comes first
• Curiosity – pupils are encouraged to explore and grow
• Community – we work together around the child
• Growth – confidence develops over time

Final Statement

At SACGS, we do not expect pupils to fit a system.

We shape our provision around the child.

Every child is known.
Every child is valued.
Every child can succeed.