Belong. Believe. Become.
At the heart of our school are our core beliefs: Belong. Believe. Become. These values underpin every aspect of our SEND provision and shape the support we provide for our pupils each day.
As an SEMH special school, we understand the strong connection between emotional regulation, wellbeing and a child’s capacity to learn. We know that pupils are most successful when they feel safe, understood and ready to engage. For this reason, our provision is designed to meet the needs of individual pupils while benefiting the whole school community. We often describe our approach as “for the needs of some, but the benefit of all.”
Creating the Conditions for Success
We believe that a successful school day begins before lessons start. Each morning, pupils have access to a range of supportive provisions, including:
- Breakfast Club
- Sports and physical activities
- Quiet and sensory spaces
- Outdoor areas for movement and regulation
On arrival, pupils are welcomed by their key adults, who are available to check in, provide reassurance and support a calm and positive transition into the school day.
Recognising that movement and rest are essential for many learners, we actively encourage regular movement and regulation breaks. These opportunities are built into the school day and help pupils maintain their wellbeing, focus and readiness to learn.
Our staff are highly skilled in recognising the early signs of emotional dysregulation. Through positive relationships and proactive strategies, they work with pupils to de-escalate concerns and provide support before difficulties reach crisis point.
An Ambitious Curriculum for Every Learner
Our pupils access the National Curriculum for Key Stage 2 to Key Stage 4. We are unapologetically ambitious in what our children and young people can achieve with the right support and learning environment.
When pupils join our school, we carefully assess their starting points using:
- Information from their Education, Health and Care Plan (EHCP)
- Our own baseline assessments
- Information from previous educational settings and professionals
This information enables us to develop a clear understanding of each pupil’s strengths, needs and next steps. Teaching is then adapted to ensure that learning is accessible, engaging and appropriately challenging for every child.
The Learning Environment
We recognise that many of our pupils can find noise, busy environments and a lack of structure significant barriers to learning. To address this, we have carefully designed our learning environments and staffing structures.
Class sizes are intentionally small, with groups of approximately six pupils. This allows staff to develop strong relationships and provide highly personalised support.
In Key Stage 3 and Key Stage 4, pupils are taught within their form rooms, with subject specialists moving between classes. In Key Stage 2, pupils are predominantly taught by one teacher to provide consistency and security. Every class is supported by a dedicated Teaching Assistant who remains with the group throughout the day, providing continuity and helping pupils feel safe and supported.
All classrooms are equipped with sensory resources as standard. Pupils are encouraged to access these tools independently and appropriately throughout the day to support regulation and engagement.
We have also designed a flexible school uniform that meets a wide range of sensory needs while maintaining the important sense of identity, belonging and pride that comes from being part of our school community.
Individual Support and EHCP Provision
Each pupil’s Section F provision is implemented and reviewed as part of their everyday school experience. Annual Reviews are led by the SENCO and provide an opportunity to celebrate progress, evaluate provision and plan future support.
We value the knowledge and expertise of parents and carers and actively encourage open communication. Families are welcome to discuss concerns, successes or required adjustments with us at any point during the year, rather than waiting for formal review meetings.
Interventions
Additional interventions are identified and implemented using information gathered through our 7Cs Assessment process, alongside the provision and outcomes detailed within pupils’ EHCPs.
Interventions are carefully selected to address identified needs and barriers to learning, ensuring that support is personalised, meaningful and effective.
For further information about the 7Cs Assessment and our intervention offer, please visit our Interventions page.
For more information about SEND Provision at Sir Bobby Robson School please read the attached SEN Information report.
Further Information
Details about the Local Offer from Suffolk County Council can be accessed by clicking on the Suffolk CC Local Offer link below. The Trust’s SEND Policy can be viewed from the UNITY SP SEND Policy link below.
