SEND
SEND & Inclusion
Welcome to the SEND & Inclusion department at The Boulevard Academy. We are a
fully inclusive academy where every student matters, every voice is heard, and every
learner is empowered to achieve their full potential.
Led by our Assistant Headteacher for SEND & Inclusion, our approach is rooted in
Inclusion by Design. We believe that high-quality, adaptive classroom teaching is the
foundation for all student success, complemented by targeted, specialist support
when needed.
Our Vision & Tiers of Support
Aligned with national best practice, we organize our support through a clear multi-
tiered framework to ensure early identification and the right level of intervention:
- High-Quality Teaching First: All teachers are teachers of students with
SEND. Our classrooms use adaptive strategies to ensure all students can
access a broad, balanced, and ambitious curriculum.
- Needs identified and matched to interventions: These may be in the
classroom as part of learning, or in addition to classroom learning.
- Dedicated SEND Resource Base, Thrive+: We are proud to house a state-
of-the-art on-site SEND unit. This facility provides tailored, specialist support
for up to 25 students with complex needs and SEMH, blending targeted
interventions with mainstream integration.
How We Identify & Support Needs (The APDR Cycle)
We follow the statutory Assess, Plan, Do, Review (APDR) graduated response set
out in the SEND Code of Practice:
1. Assess: We gather evidence from classroom observations, academic
progress, external specialist reports, and conversations with parents and the
student. This may be done by the classroom teacher, pastoral team,
attendance team etc.
2. Plan: We agree on specific outcomes and outline & additional to or different
from & interventions or actions, for example, being on report, or being asked
questions in a different way by the teachers.
3. Do: The class teachers, pastoral or attendance team, supported by the SEND
team, implement the agreed strategies in lessons, in targeted intervention
groups etc. as appropriate.
4. Review: We evaluate the impact of support termly with families to celebrate
progress and adapt strategies where necessary.
APDR cycles can take up to a term to complete, and more than one may
be necessary as we explore need and support.
The Four Areas of Need
We support students across all four broad areas of need identified in the SEND
Code of Practice:
- Communication & Interaction: Including Autism Spectrum Condition (ASC)
and Speech, Language, and Communication Needs (SLCN).
- Cognition & Learning: Including Specific Learning Difficulties (SpLD) such
as Dyslexia, Dyscalculia, and processing needs.
- Social, Emotional & Mental Health (SEMH): Including emotional regulation
support, anxiety management, and ELSA sessions.
- Physical & Sensory Needs: Including visual or hearing impairments,
occupational therapy needs, and medical care plans.
Working in Partnership
We work closely with parents and carers as equal partners in your child’s education. Before your child joins us at The Boulevard Academy, we hold open, transparent transition discussions to ensure all necessary support is in place from day one.
We also collaborate with external agencies and Local Authority specialist services across Hull, including:
-
Educational Psychologists (EP)
-
IPASS (Integrated Physical and Sensory Service)
-
Speech and Language Therapy (SALT)
-
CAMHS & NHS Health Professionals
Meet the Team & Key Links:
-
Assistant Headteacher for SEND & Inclusion: Mrs Aitken
-
Assistant SENCo: Ms Forth
Key information & Local links:
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Hull City Council SEND Local Offer: Explore local services, advice, and support available across Hull.
-
Hull SENDIASS Guide: Free, impartial information and advice for parents and carers.
