View SEND Booklet Ballard flipbook.
1 Ballard School SEND guide Written by Gemma Macdonald 2026
2 Contents: Provision: Page: Graduated Response Approach Pages 3-6 Graduated Response Class list Pages 7 Ballard Boost-Intervention Register Page 8 DEL Form-New format in line with ensuring OAP is in place. Page 9 Pupil Passport-For pupils with a SEND diagnosis. Page 10 ELP-For pupils who receive 1:1 specialist teaching in DEL. Page 11 ILP Example (Individual Learning Plan) For students with an EHCP Page 12 General SEND and Ballard abbreviations Page 13-14 Every Teacher is a Teacher of SEND Staff responsibilities: • Read Pupil Passports and ILPs. • Implement agreed classroom strategies. • Follow APDR cycles. • Raise concerns through the DEL referral process. • Maintain high expectations. • Communicate concerns with parents through usual school systems.
3 Graduated Response approach
4 At all stages of the Graduated Response Approach, support follows the APDR cycle: Assess, Plan, Do and Review. Wave 1: Ordinarily Available Provision Wave 1: High Quality Teaching for all pupils. Universal classroom adaptations, inclusive practice and a supportive environment. Examples of Ordinarily Available Provision • Visual timetables • Writing frames • Vocabulary pre-teaching • Chunking instructions • Use of technology • Seating plans • Retrieval practice • Checklists and success criteria
5 • Scaffolds and worked examples Some pupils may require Ballard Boost (wave 2) with targeted interventions or further assessment (wave 3) Wave 2: Ballard Boost Wave 2: Short-term support to address individual needs and to close gaps. Pupils requiring targeted support in literacy, numeracy or wellbeing. Pupils identified through assessment data, teacher feedback, and/or screening as working below age-related expectations in literacy and/or numeracy will be enrolled in the Ballard Boost Programme. Ballard Boost is a structured, year-group intervention designed to provide additional opportunities for pupils to develop key literacy and numeracy skills through evidence-based online learning platforms. Pupils will be assigned appropriate programmes according to their area of need, including: • Nessy Hairy Reading for Reception to Year 1 pupils (and Year 2 if needed) • Nessy Reading and Spelling for literacy, reading and spelling development in Reception to Year 6. • Nessy Number Sense to help children (ages 4 to 8) link number names to actual quantities • Century for mathematics and subject-specific knowledge development in Years 4-11. • Century English and Science for Years 7-11 Expectations Pupils participating in Ballard Boost are expected to complete: • A minimum of 15 minutes per day • On four days per week • Using their allocated online learning programme(s) Monitoring and Review The Learning Support Department will monitor engagement and progress at least half-termly. Participation data, programme progress and attainment information will be reviewed to evaluate the effectiveness of the intervention. Pupils who demonstrate sustained progress and attainment in line with age-related expectations may be removed from the Ballard Boost programme following review. Where progress remains a concern, further intervention or assessment may be considered. Intended Outcomes The Ballard Boost programme aims to: • Improve literacy and numeracy skills. • Increase confidence and independence in learning. • Support progress across the curriculum. • Close gaps in attainment. • Enhance pupils' access to classroom learning. The Ballard Boost-Wellbeing plan is to support with emotional wellbeing, social skills and self- regulation. Both include short-term targeted interventions.
6 Wave 3: Grow A pupil at Grow level has an identified SEND need and receives SEND Support. Where it is agreed that a pupil has SEND and requires provision additional to or different from ordinarily available provision, they will be added to the SEND register following discussion with parents. All teachers will see that the student has a green star on their register, indicating SEND. A Pupil Passport is created for pupils receiving SEND Support. If the student has a diagnosis of Dyslexia or Dyscalculia, they may be accessing 1:1 specialist support from our DEL (Department of Enhanced Learning) who are level 5 specialist teachers. The DEL Specialist teacher will create an ELP (Enhanced Learning Plan) with targets which they are working on in sessions. Access arrangements are based on a pupil's normal way of working and evidence gathered in school. Wave 4: Protect A pupil at ‘protect’ level has an EHCP which is statutory provision.
7 Class list-Graduated Response Approach Class: Teacher: Wave Provision required Pupils 1 Level of support: ROOTS Universal provision: Class differentiation and support meets the needs of these children: Adults: Classroom Teacher 2 Level of support: BOOST Pupils working towards age related expectations in Core subjects, and/or need pastoral support. Targeted support needed (Short-Term) pupils who are having group support additional to class work. Plan: Ballard Boost Adults: Classroom Teacher and Teaching Assistant 3 Level of support: GROW SEND register Specialist Provision-pupils who have been assessed as having SEND. Plan: All pupils with a diagnosed need will have a pupil profile. Some may have an ELP if accessing DEL. Adults: Class Teachers/ SENDCO/Pastoral/External Specialists Request for an EHCP 4 Level of support: PROTECT EHCP Pupil’s needs are exceptional, complex and long term. May be on the SEND register depending on need. Plan: EHCP Adults: Class Teachers/ SENDCO/Pastoral/External Specialists
8 Ballard Boost Intervention Register 2026 Purpose: Record pupils accessing digital interventions and their expected engagement time. Term: Year group/Key Stage: Intervention / Programme Pupils Expected Time / Days Start Date Review Date Notes
9 DEL Form 2-Updated The DEL referral forms have been updated to better reflect the Graduated Response Approach and to ensure that appropriate Universal Provision (Quality First Teaching) strategies have been considered and implemented before a referral is made to the DEL team. The revised forms encourage staff to clearly identify the strategies, adaptations and support already in place within the classroom, and to evaluate their impact on the pupil's learning and wellbeing. This allows the DEL team to gain a clearer understanding of the child's needs, the support already provided, and any areas where further advice, intervention or assessment may be required. By embedding this graduated approach into the referral process, we can ensure that concerns are explored systematically, that classroom provision remains the first step in meeting pupils' needs, and that referrals are informed by evidence of what has been tried, reviewed and monitored over time. Upper Prep: Learning Support Referral: Upper Prep Universal Provision Review – Fill in form Pre-Prep and Lower Prep: DEL Form 3: Pre-Prep and Lower Prep DEL Referral – Fill in form
10 Pupil Passport A Pupil Passport is created by the DEL Team when a pupil has received a SEND diagnosis. It outlines key strengths, challenges and classroom strategies, drawing from recommendations made in the diagnostic report. The pupil is also added to the SEND register.
11 ELP-Enhanced Learning Plan Enhanced Learning Plans (ELPs) are used to provide structured, specialist intervention for students who have a diagnosis of dyslexia or dyscalculia, or who are currently being assessed for these specific learning difficulties. ELPs are delivered through regular 1:1 teaching sessions with appropriately qualified specialist teachers, typically holding a Level 5 qualification or above in SpLD assessment and intervention. The purpose of the ELP is to identify individual areas of need, set personalised and measurable targets, and monitor progress over time. Sessions focus on developing the underlying literacy or numeracy skills that may be impacting learning, alongside strategies to promote independence, confidence and success within the classroom. ELPs are reviewed regularly to ensure that teaching is responsive to the student's needs and that progress towards agreed outcomes is clearly evidenced.
12 ILP-Individual Learning Plan The Individual Learning Plan (ILP) is a working document designed to ensure that all staff understand and consistently implement the support required for a student with an Education, Health and Care Plan (EHCP). It provides teachers with a clear overview of the student's strengths, areas of need and the specific in-class strategies that should be used to enable access to learning, promote independence and support progress towards EHCP outcomes. The ILP also identifies SMART targets linked to the student's EHCP outcomes, allowing teaching staff and, where appropriate, 1:1 support assistants to understand the key areas being worked on and how progress will be measured. By acting as a shared reference point for all adults working with the student, the ILP helps ensure that support is consistent, targeted and responsive to the student's individual needs.
13 SEND Acronyms and Abbreviations – Ballard School A • ADD – Attention Deficit Disorder • ADHD – Attention Deficit Hyperactivity Disorder • APDR – Assess, Plan, Do, Review • ASD – Autism Spectrum Disorder • ASC – Autism Spectrum Condition B • BSL – British Sign Language C • CAMHS – Child and Adolescent Mental Health Services • CI – Communication and Interaction • CL – Cognition and Learning • CYP – Child or Young Person D • DEL – Department of Enhanced Learning (Ballard) • DLD – Developmental Language Disorder • DoE – Department for Education • DSPD – Dyslexia-Specific Professional Development (where used) • Dyspraxia (DCD) – Developmental Coordination Disorder E • EAA – Exam Access Arrangement(s) • ELP – Enhanced Learning Plan (Ballard) • ELSA – Emotional Literacy Support Assistant • EP – Educational Psychologist • EHCNA – Education, Health and Care Needs Assessment • EHCP – Education, Health and Care Plan F • FSM – Free School Meals G • GLD – Good Level of Development H • HI – Hearing Impairment • HNF – High Needs Funding I • ILP – Individual Learning Plan L • LAC – Looked After Child • LSA – Learning Support Assistant M • MLD – Moderate Learning Difficulties N • NC – National Curriculum • NQT/ECT – Early Career Teacher O • OT – Occupational Therapist / Occupational Therapy P • PECS – Picture Exchange Communication System • PLI – Personalised Learning Intervention • PMLD – Profound and Multiple Learning Difficulties • PT – Physiotherapist / Physiotherapy
14 Q • QFT – Quality First Teaching S • SaLT – Speech and Language Therapy/Therapist • SEMH – Social, Emotional and Mental Health • SEND – Special Educational Needs and Disabilities • SENDCo – Special Educational Needs and Disabilities Coordinator • SpLD – Specific Learning Difficulty • SLCN – Speech, Language and Communication Needs • SPLD – Specific Learning Difficulty (often used interchangeably with SpLD) T • TA – Teaching Assistant V • VI – Visual Impairment Most Common Acronyms for Ballard Staff 1. DEL – Department of Enhanced Learning 2. ELP – Enhanced Learning Plan 3. ILP – Individual Learning Plan 4. EHCP – Education, Health and Care Plan 5. EHCNA – Education, Health and Care Needs Assessment 6. EAA – Exam Access Arrangements 7. SEND – Special Educational Needs and Disabilities 8. SENDCo – Special Educational Needs and Disabilities Coordinator 9. SpLD – Specific Learning Difficulty 10. QFT – Quality First Teaching 11. SLCN – Speech, Language and Communication Needs 12. SEMH – Social, Emotional and Mental Health 13. ASC/ASD – Autism Spectrum Condition/Disorder 14. ADHD – Attention Deficit Hyperactivity Disorder 15. SaLT – Speech and Language Therapy