SEND at Wynstones

Intrinsically Inclusive

Special Educational Needs and Disabilities - the importance of inclusion

Our collective responsibility

Supporting children with Special Educational Needs and Disabilities (SEND) is a collective responsibility of all schools, and Wynstones embraces this with the care and creativity echoed throughout the rest of our provision.

Steiner Waldorf education has a strong history of supporting the individual, of cultivating a ‘moral imagination’ through an ‘ethical individualism.’ Our holistic curriculum is designed to support the integration of head, hand and heart through a range of educational approaches from a sensitive sensory environment to the use of Individualised Development Plans for all children. This assumption of individuality in our learning styles, interests and motivations goes to the heart of who we are and how we work; it also helps craft a culture that resists the stigmatisation of difference.


Our learning support provision

Integrated into our provision for all children is a level of learning support offered through Class and Subject Teachers and Learning Support Tutors and Higher Learning Support Tutors (a range of auxiliary resources are included in the school’s provision for all students). All teachers are SEND teachers and it is in the classroom that the class as a whole is best able to support and understand each other, progressing socially as well as physically and academically. At the foundation of this support is a Curriculum of Quest that brings developmental questions and challenges to students as they meet themselves and the world, rather than just a sequential gathering of content. Integral to this journey is a Sensory-Motor Integration Curriculum that purposefully supports the holistic development of student’s co-ordination and dexterity, initially physically, and as a basis for ongoing emotional and intellectual (affective and cognitive) co-ordination and dexterity.

Throughout our provision, a commitment to individuality cultivates an intrinsic inclusivity – with a level of uniqueness assumed for all learners, and with an assumption of and respect for neurodiversity. This is matched with an age-appropriate support for all students in learning how they learn (metacognition) in a way that comes full circle in honouring and celebrating how we all learn differently.

Our support for all children with SEND is structured through the 4-stage Graduated Approach of assess-plan-do-review. This collaborative approach involves termly reviews involving parent(s) / guardian(s) and students as appropriate.


Special Education Provision

For some students whose need for learning support is substantial and sustained, Special Education Provision is offered. This can involve allocating Learning Support Tutors to work predominantly with a student to support them in both accessing the education and cultivating their independence. It can also involve access to additional and/or external tutoring and other local programmes. Additional fees are charged for this provision which is developed with full consultation of parents and the involvement of other professionals and agencies as appropriate.


Meeting needs

For some students, provision at Wynstones’ may not be able to safely meet their needs, even after reasonable adjustment. We will always work closely and collaboratively with parent(s) / guardians(s) if we ever move towards such a perspective, and to share and test the assumptions and reasoning in our Risk Assessments. Wynstones is a Steiner Waldorf school and not a special school or designated unit as described by section 41 of the Children and Families Act (2014). We do not currently have plans for developing either a designated hub for children with SEND or a parallel special provision, but we remain very much open to this in the future. Our current commitment is in offering an excellent, progressive and professional Steiner Waldorf education that includes a high-quality support for children with SEND. We aim to do this with clarity, care and commitment, whilst at all times cognisant of and compliant with the Equality Act (2010).


More on our SEND provision

Further information on our SEND provision can be found in our SEND policy, our Accessibility Plan W001 and our Admissions policy.

We also offer a warm welcome to prospective parents to visit and discuss our provision. We are currently hosting such visits online, in line with coronavirus guidelines. Please click here to book a meeting.