SEND & Inclusion
“Students describe the
school as safe, friendly, and supportive.”Inclusion Quality Mark, Centre of Excellence, 2025
The SEND Team at Robert May’s School are based mainly in the HUBL and Resourced Provision area.
The team works closely with teachers to ensure the best possible provision is implemented across the school. Our aim is to support staff in making classrooms fully inclusive and ensure needs are identified and met effectively. In the first instance all students’ needs are supported through the Universal Offer.
The universal offer refers to the support provided to all children, including those with special educational needs (SEN), within mainstream educational settings. It includes:
- High-Quality Teaching: All children receive adapted teaching tailored to diverse learning styles and needs, ensuring inclusivity and accessibility.
- Reasonable Adjustments: Teachers adapt the learning environment, materials, and strategies to remove barriers to participation for pupils with additional needs.
- Support: Teachers review progress and provide targets monitored and graduated over time.
Unstructured time can be stressful for some of our students. We offer daily support to a selected number of students, which includes a range of activities, which encourage and develop social skills. We also offer a quiet, calm space if this is needed.
As a non-selective mainstream secondary school, we recognise that students in our educational care have a range of needs and requirements. Some of these can be identified through educational screening, whilst some require a diagnosis form a medical professional.
These include:
- Dyslexia
- Autistic Spectrum Condition (ASC)
- ADHD
- SEMH - Social Emotional Mental Health
- DCD previously known as Dyspraxia
- Dyscalculia
- Physical Disabilities (PD)
- Hearing impairment (HI)
- Visual Impairment (VI)
As a school we cannot diagnose these types of additional needs, but will respond to the advice provided by the professional team working with the families and students.
How do we support students with additional and/or special educational needs/disabilities?
We adopt a graduated response to need:
- Adaptive teaching – it is the responsibility of classroom teachers to meet the educational needs of all students in their class through adaptive teaching, supportive resources and effective planning and implementation of the curriculum.
- Advice and support given to teaching staff by the Inclusion of Director of Inclusion, The Head of Teaching and learning, through CPD for staff and through external advice from specialist teachers and advisors. This advice and support is used by classroom teachers in the mainstream setting to ensure lessons meet the needs of students.
- Application of the recommendations outlined in the EHCP. During the application process of the EHCP and through annual reviews recommendations regarding means of supporting specific needs are made, which translates as alternative support. At times this could include use of an LSA in some classrooms to support a student, or could include some small group intervention.
- IEPs - (Individual Educational Plans) - short term targets set that are discussed with parents and students and regularly reviewed throughout the academic year
- Intervention Groups - students might be identified to attend a 6 week programme to support an area of need such as social skills, Occupational Therapy, speech & language
- Additional support for Maths & English - identified and led by the department
It is important to note that students on the SEND Register will not always have LSA support in class or through small group work; it has been identified through extensive research that the best means of supporting students with their learning needs is in the classroom, through High quality teaching.
Working in Partnership
We wish to work closely and collaboratively with Parents/Carers and students, and would urge that if you have a concern about meeting the need of a student, that you contact the form tutor in the first instance or the Head of Year who can support you in planning what to do next.
Meet the Team
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Mrs A Gray Director of Inclusion/SENCo |
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Mrs L Parker Manager, Learning Support Dept |
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Mrs A White Specialist SEND Teacher |
EHCP Strategic Guide & Myth Busters
Essential Information:
| Website | Best For... |
|---|---|
| Hampshire SEND Local Offer | The "Google" of Hampshire SEND. It lists every service, school, and leisure activity (like the Gateway Card) available in the county. |
| Hampshire SENDIASS | Impartial legal advice. If you are struggling with EHCP paperwork, school placement disputes, or need to understand your child's rights, this is your first port of call. |
| Hampshire Parent Carer Network (HPCN) | Community and Voice. They run "Get Together" sessions and represent parent views to the Local Authority. Great for finding people who "get it." |
Specialist & Targeted Support
- 1. Educational & Professional Advice: Specialist Teacher Advisory Service (STAS): Information on how the county’s traveling teachers support students with visual/hearing impairments, physical disabilities, or communication needs (including Autism). IPSEA: While national, this is the "gold standard" for free legal guides on the SEND Code of Practice, which applies to all Hampshire schools.
- Emotional & Practical Support: Hampshire Gateway: This is where you apply for the Gateway Card, which grants access to subsidized "short breaks" and SEND-specific activities across the county. Healthier Together (Wessex): A brilliant NHS resource for Hampshire/Dorset parents covering everything from mental health crisis support to neurodiversity pathways.
- Local Networking: Connect to Support Hampshire: Beyond just SEND, this directory helps find local community groups, equipment ideas for the home, and carer support. Hampshire Dyslexia Association: Specific local guidance for parents of children with literacy difficulties or those navigating the EHCP process for specific learning hurdles.
The "SEN Hub": If your child is currently undergoing an Education, Health and Care Needs Assessment (EHCNA), Hampshire uses an online portal called the SEN Hub. You should be given a login by your caseworker to track the 20-week timeline and upload your parental views.
Useful links:
British Dyslexia AssociationYoung Minds (Fighting for young people’s mental health)
Scope = Equality for Disabled People
SENDcast – The Podcast for Special Educational Needs (SEN)
Appeer - Connecting Autistic Girls and Women
Mencap - Guide for parents, families and carers
National Autistic Society - Now I know Campaign
Frequently Asked Questions about SEND Support in Mainstream Schools
Frequently Asked Questions:
How are students with SEND supported at Robert May’s?
The school follows a graduated approach (Assess, Plan, Do, Review). Most support is delivered through High-Quality Teaching (HQT) within the mainstream classroom. Teachers make reasonable adjustments to materials and learning environments to remove barriers to participation.
Does every student on the SEND Register have a Learning Coach support?
No. In line with educational research, RMS prioritises classroom independence. While some students with Education, Health and Care Plans (EHCPs) may receive Learning coach support or small group intervention, being on the SEND register does not automatically guarantee an learning coach.
What is the difference between the "Student Centre" and the HUBL?
The Student Centre is a dedicated hub open from 8:00 am to 3:00 pm. It provides:
- Regulate and Return (R&R): A space for students to calm down or regulate before returning to class.
- ELSA & Counselling: Support from an Emotional Literacy Support Assistant or a school counsellor.
- Safe Space: A quiet area for students who find unstructured times (break/lunch) stressful.
The HUBL is the dedicated space for SEND students. It provides:
- Regulate and Return (R&R): A space for students to calm down or regulate before returning to class.
- Learning Coach: a learning coach is always available in the HUBL to support the various needs of the students
- Safe space: supported break and lunch time by learning coaches
- Interventions: small group interventions
- Sensory area: a dedicated sensory space within the HUBL to help regulate
What is the Resourced Provision (RP)?
The RP is a specialised, Hampshire County Council-run base within the school specifically for students with Autism Spectrum Condition (ASC). As of 2025/2026, it is expanding to accommodate 15 students across all year groups.
How do I apply for a place in the Resourced Provision?
Applying for the RP is a separate process from the standard school admission.
- Eligibility: Students must have an EHCP with ASC as their primary need.
- Requirement: Students must be able to attend approximately 95% of mainstream classes.
- Authority: Placements are determined directly by Hampshire County Council, not by the school’s internal admissions team.
What unique mental health supports are available?
Beyond traditional ELSA and counselling, Robert May’s offers:
- Canine Assisted Learning: Working with trained assistance dogs and practitioners two days a week.
- Quince Counselling: A tailored service (often popular with boys) that blends traditional counselling with boxing training to help manage emotions.
- Home School Link Worker: A dedicated role to bridge the gap between families and school for early intervention.
How does the school handle transition for Year 6 students with SEND?
The school runs "Transition Extra," a two-day summer school (typically in late August) for the incoming Year 7 cohort. For students with SEND, this allows for extra familiarity with the site and staff before the full school population returns.
SEND students also may come over in small groups for additional sessions from our feeder primary schools.
The Learning Support Manager and SENCo visit primary schools over the summer term to gain as much insight from the staff that know your children the most to share best practice and important information to help aid the transition.
The Head of Year and Assistant Head of Key Stage 3 also visit the schools and feed in lots of information to get a holistic view of your child.
Who should I contact if I have concerns about my child’s progress?
The school recommends a specific "chain of command" for concerns:
- Form Tutor: For general wellbeing and initial concerns.
- Head of Year: For broader academic or social issues.
- Director of Inclusion / SENCo: For specific queries regarding EHCP Students
- Learning Support Manager: For specific queries relating to SEND Students
How is SEND student progress reviewed?
Progress is monitored via an Individual Education Plans (IEPs) with short-term targets. These are discussed with parents and reviewed regularly throughout the year.
