SEND

SEND and Specialist Provision at Marshfields

Marshfields School is a specialist provision for children and young people with Education, Health and Care Plans (EHCPs).

Our learners have a diverse range of strengths and needs across the four broad areas identified within the SEND Code of Practice:

Communication and Interaction;
Cognition and Learning;
Social, Emotional and Mental Health; and
Sensory and/or Physical Needs.

Many learners have needs across more than one area. For this reason, provision at Marshfields is designed around the whole child rather than a diagnostic label.

We consider how each learner:

communicates;
learns and processes information;
develops relationships;
regulates emotions and behaviour;
experiences sensory information;
accesses their physical environment;
develops independence; and
prepares for adulthood.

Our aim is not simply to provide additional interventions. We create a specialist educational environment in which excellent teaching, strong relationships, communication support, therapeutic approaches and individualised provision work together.

Every student follows a Pathways curriculum, carefully designed to match their individual abilities, strengths and needs. This means that learning is tailored so that each child can make progress in a way that works best for them.

The Marshfields Provision Continuum

Provision at Marshfields is a continuum rather than a series of separate interventions.

Universal Provision

Universal provision is the foundation of every learner's experience at Marshfields.

It includes the high-quality specialist teaching, communication support, relationships, routines, environments and curriculum adaptations that every pupil receives.

Our universal offer includes:

high-quality adaptive teaching;
communication-rich classrooms;
relationships and emotional safety;
behaviour, regulation and wellbeing support;
inclusive learning environments;
an ambitious curriculum;
Preparation for Adulthood;
assessment for learning;
attendance and engagement support;
safeguarding;
family partnership; and
professional collaboration.

Targeted Provision

Where assessment shows that a learner requires additional support to address a specific barrier, targeted provision may be introduced.

This might support areas such as communication, literacy, numeracy, emotional wellbeing, regulation, sensory needs, physical development, independence, attendance or Preparation for Adulthood.

Specialist Provision

Some learners require highly individualised support from specialist professionals.

This may involve Speech and Language Therapy, Occupational Therapy, Physiotherapy, Educational Psychology, School Nursing, mental health services or other specialist professionals.

Specialist recommendations are not delivered in isolation. Wherever possible, they are embedded into everyday classroom practice.

EHCP Personalised Provision

Every learner at Marshfields has an EHCP.

Individual outcomes and statutory provision within each learner's EHCP are incorporated into their curriculum, classroom provision, assessment and review.

Universal, targeted and specialist provision therefore work together to support the individual learner.

The new framework describes provision explicitly as a continuum rather than a hierarchy of interventions.

Our Universal Offer

Universal provision is the entitlement of every learner at Marshfields.

It is the specialist teaching, support and environment that pupils receive every day, regardless of pathway, diagnosis or individual intervention programme.

Our Universal Offer is organised around twelve interconnected areas:

High-Quality Adaptive Teaching
Teachers adapt learning around individual developmental stages, strengths and needs while maintaining ambitious expectations.

Communication-Rich Classrooms
Communication is everyone's responsibility. Spoken language, signing, symbols, AAC, visual supports and other approaches are used according to individual need.

Relationships and Emotional Safety
Positive relationships, predictable routines, co-regulation and emotionally available adults create the foundation for successful learning.

Behaviour, Regulation and Wellbeing
Behaviour is understood as communication. Learners are supported to understand and regulate themselves through proactive, relational and personalised approaches.

Inclusive Learning Environments
Classrooms are intentionally designed to reduce barriers, support regulation and promote independence.

Ambitious Curriculum
Every learner accesses an ambitious curriculum through the Marshfields Pathway Model.

Preparation for Adulthood
Independence, employment, community participation and health are developed throughout a learner's time at Marshfields.

Assessment for Learning
Assessment identifies strengths, needs and meaningful next steps and informs teaching and provision.

Attendance and Engagement
Attendance is viewed as an educational priority. We work with learners and families to understand and remove barriers to participation.

Safeguarding
Safeguarding is embedded within all aspects of school life and is everyone's responsibility.

Family Partnership
Families are important partners in assessment, planning, review and transition.

Professional Collaboration
Teachers, support staff and external professionals work collaboratively to ensure provision is coherent and effective.

Assess–Plan–Do–Review

The Assess–Plan–Do–Review cycle underpins provision at Marshfields.

Assess

We gather information to understand the learner's strengths, needs, progress and barriers.

Plan

We identify the provision, teaching or intervention required and establish clear intended outcomes.

Provision is implemented consistently by staff.

Review

We evaluate progress and the impact of provision.

Where necessary, provision is then refined and the cycle begins again.

How we support your child

We have adapted teaching and support for our learners. This includes:

Small class groups and high levels of adult support (ratio variation by Pathway)
A fully adapted curriculum focusing on key life skills, literacy and numeracy
Individual targets linked to each child’s EHCP
Specialist teaching approaches and personalised strategies
Support for emotional wellbeing and mental health
Opportunities to develop independence and social skills

Our staff work closely together to make sure your child feels safe, supported and ready to learn every day.

Assessment at Marshfields

Assessment at Marshfields is a continuous process.

It is not simply used to record attainment. Assessment helps us understand the learner, identify barriers, decide what provision is required and evaluate whether that provision is making a difference.

Assessment is:

person-centred;
continuous;
strengths-based;
evidence-informed;
outcome-focused;
developmentally appropriate;
inclusive;
responsive; and
collaborative.

Our assessment framework considers a range of information including:

baseline assessment;
curriculum progress;
communication;
personal development;
Preparation for Adulthood;
EHCP outcomes; and
the impact of provision.

Assessment directly informs curriculum planning, teaching, pathway placement, intervention decisions and Annual Reviews.

The new framework identifies assessment as the mechanism through which needs are identified, provision is refined and outcomes are improved.

Targeted, Specialist and Therapeutic Provision

Some learners require provision in addition to the universal offer.

Additional support may address:

communication and interaction;
literacy;
numeracy;
social, emotional and mental health;
behaviour and regulation;
sensory processing;
independence;
Preparation for Adulthood;
physical development; or
attendance and engagement.

Interventions are not selected simply because a learner has a particular diagnosis.

Decisions consider:

the learner's strengths;
identified needs;
barriers to learning;
communication profile;
regulation profile;
assessment information;
professional recommendations;
family views;
learner voice; and
EHCP outcomes.

Every intervention considers three questions:

What need is this addressing?

How will success be measured?

When will it be reviewed?

Provision is monitored and reviewed, and interventions are adapted or discontinued when evidence indicates that needs or outcomes have changed.

Targeted and specialist provision complements rather than replaces high-quality teaching.

Working With Specialist Professionals

Marshfields works collaboratively with a range of specialist professionals and services.

Depending upon individual need, this may include:

Speech and Language Therapy;
Occupational Therapy;
Physiotherapy;
Educational Psychology;
School Nursing;
mental health services;
Children's Social Care;
Early Help; and
other specialist agencies.

Professional recommendations are incorporated into everyday provision wherever possible rather than being treated as separate activities.

This means strategies recommended by therapists and specialists become part of classroom routines, communication, curriculum planning, regulation support and independence work.

We also work closely with families, Local Authorities, further education providers, employers and community organisations to provide coordinated support and successful transitions. The framework explicitly states that recommendations should be integrated into everyday provision rather than operating in isolation.

Preparation for Adulthood

Preparation for Adulthood begins from admission to Marshfields.

It is not something that starts only when a learner reaches Year 11.

Throughout the curriculum, learners develop skills and understanding across four key areas:

Employment

This may include communication, teamwork, enterprise, careers education, work-related learning, qualifications and work experience.

Independent Living

Learners develop independence in areas such as personal care, organisation, cooking, shopping, budgeting, travel, decision-making and managing everyday routines.

Community Inclusion

Learners are supported to build relationships, participate in their community, understand citizenship, access community facilities and increasingly advocate for themselves.

Health

Learning supports physical and emotional wellbeing, healthy lifestyles, personal safety, relationships, self-regulation and self-advocacy.

The emphasis within these areas changes according to each learner's pathway and developmental stage.

Our aim is to equip every learner with the confidence, skills and experiences they need to lead as independent, fulfilling and meaningful an adult life as possible.

Working in Partnership With Families

Families are essential partners in provision at Marshfields.

Parents and carers know their children exceptionally well, and their views form an important part of assessment, planning and review.

We work with families through:

regular communication hough our communication platforms, Evidence for learning, SIMs Parent;
person-centred meetings;
Annual Reviews;
consultation regarding provision;
transition planning;
home learning guidance where appropriate;
celebration of achievement; and
joint planning with external professionals.
Learner voice is equally important.

We support children and young people to participate in decisions about their learning and future using communication approaches appropriate to them.

The goal is for provision to be developed with learners and families, rather than simply for them.

How We Know Our Provision Is Effective

At Marshfields, provision is evaluated by its impact rather than simply by whether an intervention or activity has taken place.

We consider evidence across areas including:

academic and curriculum progress;
communication;
behaviour and regulation;
attendance and engagement;
independence;
Preparation for Adulthood;
EHCP outcomes;
learner voice;
family feedback; and
professional assessment.

Leaders quality assure provision through learning walks, lesson visits, assessment information, pathway reviews, intervention monitoring, provision mapping, pupil and family voice and wider school evaluation.

This enables us to identify what is working, what needs to change and where provision should be strengthened.

Continuous improvement is an expectation we hold for ourselves across the school.

Thinking about Marshfields for your child?

Choosing the right school is an important decision, and we are here to help guide you through the process.

If you think Marshfields may be the right setting for your child, please visit our Admissions page or speak with your child’s current school or Local Authority to begin the conversation.

Understanding Needs: Definitions and Terms

All students at Marshfields have an Education, Health and Care Plan (EHCP). This document helps us understand each child’s needs and sets out clear targets for their progress.

These needs are described across four key areas:

Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health (SEMH)
Sensory and Physical

Cognition and Learning

This area relates to how a child learns, understands and remembers information.

Children may:

Find reading, writing or maths particularly challenging
Learn more slowly than others
Need repeated practice and structured support

Some children may have specific difficulties such as dyslexia, while others may have more general or complex learning needs.

At Marshfields, we support this through adapted teaching, personalised learning and practical approaches that help children succeed.

Cognition and Learning in depth...

Cognition and Learning refers to difficulties that affect a students' ability to acquire, process, or retain information. This area of need covers a broad range of challenges related to thinking, understanding, and learning, and includes conditions such as:

Specific Learning Difficulties (SpLD): This includes dyslexia, dyscalculia, and dyspraxia. Students with SpLD may struggle with particular areas of learning, like reading, writing, or mathematical concepts.

Moderate Learning Difficulties (MLD): Students with MLD have a general difficulty with learning across most academic areas. They may require targeted support to keep pace with their peers and often work below age-related expectations.

Severe Learning Difficulties (SLD): Students with SLD need significant support across all areas of learning. They may have difficulties with communication, motor skills, and self-care, in addition to cognitive delays.

Profound and Multiple Learning Difficulties (PMLD): This involves profound cognitive impairments alongside physical disabilities and sensory needs. Students with PMLD often require intensive support for mobility, communication, and daily living skills.

Students with cognition and learning needs may require differentiated instruction, specialised teaching strategies, and sometimes assistive technology to help them access the curriculum and make progress.

Communication and Interaction

This area is about how a child understands and uses language, and how they connect with others.

Children may:

Find it difficult to understand spoken language
Struggle to express themselves clearly
Need support with conversations or social interaction

We use a range of strategies to support communication, helping every child to find their voice and build relationships.

Communication and Interaction in depth...

According to the SEND Code of Practice, children and young people with Speech, Language, and Communication Needs (SLCN) have difficulty communicating with others. This may be due to challenges in expressing themselves, understanding what others are saying, or using social rules of communication. Each student with SLCN has a unique profile, and their needs may change over time. They may struggle with one or more aspects of speech, language, or social communication at different stages of their lives.

Some students face difficulties with listening, understanding, and communicating, known as SLCN.

Characteristics of SLCN

Receptive Language: This refers to how children understand and process what others say. Students with receptive language difficulties may struggle with:

Listening, paying attention, and remembering spoken information
Learning and recalling new words
Understanding complex or longer sentences
Grasping grammar rules like tense markers (e.g., understanding that "-ed" means past tense)
Interpreting implied meanings or nuances

Expressive Language: This is the ability to form sentences that make sense and are grammatically correct. Challenges may include:

Learning and using new words
Structuring words in the correct order within a sentence
Using necessary words such as “a” or “is”
Applying correct grammar and word endings
Forming sentences that are clear and easy to follow

Speech: Speech relates to how children articulate sounds. Children with speech difficulties may:

Struggle to pronounce sounds accurately and place them correctly in words
Have issues with fluency, including hesitation or repetition of sounds or words
Find it hard to speak with clear intonation, pitch, or volume
Face challenges in being understood by others

Social communication: Social communication involves the ability to interact effectively with others, including the use of verbal and non-verbal cues. Children with social communication difficulties may struggle with:

Showing interest in or awareness of others
Starting or maintaining conversations
Using facial expressions, gestures, or actions to convey feelings
Responding to conversations initiated by others
Taking turns in conversation or play

Social, Emotional and Mental Health (SEMH)

This area focuses on a child’s emotions, wellbeing and behaviour.

Children may:

Feel anxious, overwhelmed or withdrawn
Find it hard to manage emotions or behaviour
Struggle with friendships or confidence

At Marshfields, we provide a safe, supportive environment where children are helped to understand their feelings, build resilience and develop positive relationships.

Social, Emotional and Mental Health (SEMH) in depth...

Students can experience a wide range of social and emotional difficulties. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders, or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder, or attachment disorder (paragraph 6.32, SEND Code of Practice 2015). 

SEMH is not a diagnostic category and does not indicate that a child or student has a clinically significant mental health need (although it will include those who do). Instead, it indicates that a child or young person requires additional support. So, they would need support that is different from or additional to what is normally provided through the school curriculum and pastoral system (paragraph 6.32, SEND Code of Practice 2015).

There is often significant overlap between the different areas of need, and this is particularly so with SEMH. Students with SEND are more likely to experience SEMH difficulties than their peers with no SEND. For example, children with autism or learning difficulties are more likely to have conditions such as anxiety (National Autistic Society, 2024.). This suggests that SEMH can be indicative of an underlying, unrecognised need. 

Characteristics of SEMH

Academic Performance and Engagement: SEMH needs can deeply affect a student's academic success and engagement in various ways:

Difficulty focusing and processing information.
Decreased motivation and interest in learning.
Irregular attendance due to emotional difficulties like anxiety.
Struggles to complete tasks or contribute to group work.
Underperformance despite having the intellectual ability to excel.

Social Relationships and Interactions: SEMH difficulties can also significantly affect a student's social development and relationships:

Struggles with forming and maintaining friendships.
Trouble interpreting and responding to social cues.
Increased risk of bullying or social isolation.
Difficulties in teamwork and collaborative activities.
Strained relationships with teachers and authority figures.

SEMH (Social, Emotional, and Mental Health) difficulties can manifest in two primary behavioural types: passive and active behaviours. These behaviours can reflect a student's internal struggles and impact their engagement in both academic and social settings.

Passive Behaviours:

Anxiety and low mood: Students may experience high levels of anxiety or low mood, leading to withdrawal and avoidance of interaction.
Withdrawal: Students may isolate themselves, avoiding participation in class activities, group work, or social interactions.
Task avoidance: A reluctance or refusal to engage in tasks, especially those that seem overwhelming or require risk-taking.
Low self-worth: Feelings of inadequacy or poor self-esteem, leading to a lack of motivation and inability to accept praise or acknowledgement.
Speech anxiety: Students may avoid speaking, either due to fear of judgment or general reluctance to engage verbally.

Active Behaviours:

Challenging and disruptive actions: This can include verbal or physical aggression, defiance, and non-compliance with school rules or authority figures.
Restlessness and hyperactivity: Students may display high levels of energy, often seen as being unable to sit still or focus.
Mood swings and impulsivity: Students may have quick and intense emotional reactions, struggling with self-regulation.
Aggression: This can manifest as verbal (e.g., shouting) or physical aggression towards peers, staff, or property.
Difficulties with transitions: Students may react disproportionately to changes in routine, leading to anxiety or aggressive responses.

Sensory and Physical

This area relates to physical needs or differences in how a child experiences the world through their senses.

Children may:

Have difficulties with movement, coordination or physical access
Have hearing or vision impairments
Be sensitive to noise, light or touch

We make adjustments to ensure every child can access learning comfortably and safely, supporting independence wherever possible.

Sensory and Physical in depth...

Physical and Sensory Impairments

Physical and sensory needs can significantly affect a student’s ability to access and participate in education. These needs arise from impairments in physical functioning or the senses, including sight and hearing, and are experienced differently by every child or young person. According to the Equality Act (2010), a physical disability is a “limitation on a person's physical functioning, mobility, dexterity or stamina” that has a substantial and long-term effect on their ability to carry out everyday activities.

Needs may be visible or hidden, and their impact may be temporary, fluctuating, or permanent.

Hearing Impairment: Hearing impairment includes any degree of hearing loss in one or both ears, ranging from mild to profound. Some students experience temporary hearing difficulties, while others have a permanent condition. Depending on the cause, hearing loss might be sensorineural (affecting the inner ear or auditory nerve), conductive (caused by blockages or damage in the outer or middle ear), or a combination of both.

To support students with hearing loss, audiological equipment such as hearing aids, cochlear implants, or bone-anchored hearing aids may be used. Many benefit from assistive listening devices including sound-field systems or teacher microphones, which can reduce the impact of background noise and improve access to learning.

Without support, hearing impairment can affect a student’s speech, language development, and ability to process auditory information—particularly in noisy or complex environments. They may also experience fatigue from the extra effort required to listen and concentrate. Teaching strategies include visual cues, careful seating arrangements to support lip-reading, consistent lighting, and clear communication. Staff are trained to use assistive devices correctly and be aware that some students may use sign language as their primary form of communication.

Visual Impairment

A visual impairment refers to a loss of vision that cannot be fully corrected with glasses or contact lenses. This might involve difficulties with central vision, peripheral vision, or visual processing due to neurological conditions such as cerebral visual impairment. The severity of sight loss can vary significantly—from mild impairments to profound vision loss—and may be stable or progressive.

Students with visual impairments often need learning materials to be adapted. Some will benefit from tactile resources or audio formats, while others may require large print, Braille, or digital tools that allow magnification or screen reading. Beyond academic access, visual impairment can also affect spatial awareness and safe movement around the school environment.

T support these students we make every effort to creating consistent and accessible classrooms, using clear layouts and predictable routines. Encouraging independence while offering the right level of scaffolding. We know it is vital to challenge assumptions— students with vision impairments span the full range of cognitive abilities.

Multi-Sensory Impairment (MSI)

Multi-sensory impairment, sometimes referred to as deaf-blindness, is the co-occurrence of both vision and hearing loss. This combination can make communication, mobility, and access to information particularly challenging, especially when incidental learning opportunities are reduced. Many pupils with MSI have additional disabilities, making their needs complex and highly individual.

Education for students with MSI requires a tailored approach that draws on all available senses. Teaching strategies look to maximise residual vision and hearing, and incorporate tactile, kinaesthetic, and other sensory methods. Communication may involve tactile signing or alternative communication systems. Routines, repetition, and consistency can help reduce anxiety and support learning.

These pupils often need more intensive support than those with a single sensory impairment and schools rely on close collaboration between school staff, families, and specialist services.

Physical Impairment

A physical impairment can affect mobility, coordination, stamina, or the ability to carry out day-to-day activities. These impairments may be present from birth—such as in cases of cerebral palsy or spina bifida—or acquired later through injury, illness, or degenerative conditions. They may affect a student’s ability to access parts of the school building, participate in PE, or manage classroom tools and materials.

Physical impairments are commonly categorised as musculoskeletal (affecting bones, muscles, or joints) or neuromusculoskeletal (arising from the nervous system). Pupils might experience fatigue, need specialist equipment, or require adult support for physical care or movement.

In the classroom, adaptations include the use of height-adjustable desks, alternative seating, rest breaks, or modified learning resources. Occupational therapists and physiotherapists often play a key role in assessing needs and recommending adjustments. Promoting independence, self-advocacy, and inclusion in physical and social aspects of school life is essential and a priority for us here at Marshfields School.

Sensory Processing Difficulties

Sensory processing difficulties occur when the brain struggles to interpret and respond appropriately to sensory information. Some students may be hypersensitive—over-responsive to sensory input such as noise, touch, or light—while others may be hyposensitive, seeking additional stimulation or appearing unaware of sensory cues.

Important: sensory processing needs often overlap with other neurodevelopmental differences such as autism and ADHD. This means a student’s sensory profile may interact with challenges in social communication, attention, or executive function.

These challenges can impact everyday tasks like grooming, eating, transitioning between environments, or managing emotional responses. Some pupils become overwhelmed in busy or noisy spaces, while others may seem constantly active or unaware of personal boundaries.

Understanding a student’s sensory profile helps staff adapt the environment and routines to support regulation and access. Strategies used by staff include built-in sensory breaks, reducing clutter and noise, offering calming activities or movement opportunities, and embedding sensory considerations into lesson planning.

We understand that every child’s needs are different, and often overlap across these areas. At Marshfields, we take the time to understand the whole child, so we can provide the right support, in the right way, at the right time.

Marshfields School utilises a broad range of strategies to support our students as standard provision. This is detailed in our Ordinarily Available Inclusive Provision: Special School Context (OAIP - SSC) that has been adapted from Peterborough Local Authorities OAIP as part of our Universal and Targetted provision.