'The support for children who are struggling with their learning is excellent'

Inclusion (SEND)

At Folkestone Primary we recognise that each child is unique, and work carefully to meet individual needs. Where possible these needs are met within mainstream lessons, however if necessary, we make additional provision available to all children, either in a small group or 1:1. Some children have Special Educational Needs and/or Disabilities (SEND) that require more personalised provision and these pupils are recorded on our SEND Register. Please click on the link below to view our SEND Provision Map:

Approach to SEND

At Folkestone Primary we adopt a graduated approach when supporting children. Regardless if a child is on the SEND Register or not, if they are struggling to make expected progress we will apply this process of support.

Where needed, our support of children will follow a tiered approach, gradually building up to the required level for each individual child. Tiered support might look as follows:


‘Services offered by external professionals such as occupational therapists, speech and language therapists or health professionals on or off the school site.’

Sometimes we need to call upon the support and advice from other professionals and services. Examples include support from Occupational Therapists, speech and language therapists or health professionals. This may also incorporate educational psychologists, Early Help workers, counsellors etc.


‘Specific, extra, time-limited support in-school for children with additional needs’

Targeted support is typically delivered by staff with additional training and expertise. Often this will take place in small groups, but may also be 1:1. Interventions run for a set time and are assessed appropriately to establish their impact. Examples include zones of regulation, Lego therapy and sensory circuits.


‘Inclusive education and high-quality teaching for all children in the classroom’

High-quality teaching is the foundation for progress for all learners. Staff have consistent and rigorous expectations. They are highly reflective of their practice and adapt it based on feedback, training and needs of children. Teachers use retrieval practice, modelling and scaffolding to support children and adaptations are made at a classroom level in line with best practice guidance.

Useful Links


We work closely with parents and families to make sure that we can all achieve the best for children with SEND. If you have concerns about your child, or are interested in your child attending our academy and need to know more about our provision please contact:

Special Educational Needs Co-coordinator (SENDCO):

Family Liaison Officer (FLO):

Click on the link below to view our SEND Information Report: