The Future of SEND: Why Pocklington Families Can Feel Reassured
By Amy Pimm and Kate Rose, Senior Leaders within the Pocklington School Foundation
When the government announced its new SEND reforms, many schools wondered what change it might bring. At Pocklington, however, we found reassurance: much of what is proposed nationally already reflects the inclusive, early-intervention approach embedded across our Foundation.
A System in Flux and What That Means for Schools
The reforms will no doubt shape the experiences of pupils for years to come. How the changes unfold remains to be seen, but what we do know is this: at the Pocklington School Foundation, our pupils already receive above and beyond anything we would wish for our own children. Our SEND department is proudly self-reflective, outward-facing, and always evolving alongside the pupils we serve.
We adapt. We change. Most importantly, we intervene early. Early intervention isn’t just a strategy for us - it’s a mindset. We strive to provide the kind of support and care that enable pupils to build confidence early, make strong academic progress and develop the independence they need as they move through the School.
Assess, Plan, Do, Review has long been our rhythm, and the White Paper’s focus on early identification, clear outcomes and graduated levels of support feels closely aligned with what we already do every day.
Pocklington Prep School’s Proven Approach
Many of the ideas in the new reforms already reflect what we do every day across the Foundation. At the Prep School, for example, One Page Profiles help us keep every child’s needs visible and understood, ensuring staff are consistent and pupils feel heard. Our approach to assessment and review is woven throughout the school year, with Pupil Progress Meetings acting as meaningful conversations rather than tick-box exercises. These sessions bring teachers, leaders and parents together to reflect, plan and adapt support so each child’s pathway keeps moving forward.
Interventions are always shaped around the individual. Nothing is off-the-shelf; everything is designed with the child at the centre. We work closely with external specialists and families to ensure every child’s needs are understood and supported in a joined-up, thoughtful way.
So when the new “Three Tiers of Support” model was announced, it felt more like recognition than change. Clear outcome tracking, multi-agency working, intensive programmes and frequent reviews are already part of our culture. In many cases, we already exceed expectations, reviewing provision three times a year and involving pupils and parents as genuine partners. Supporting children with SEND isn’t simply a process for us - it’s a passion that drives everything we do.
Pocklington Senior School: A Continuum of Care and Challenge
This commitment continues seamlessly into the Senior School. In the Lower School, pupils benefit from daily literacy and numeracy support delivered in small groups by specialist teachers. These sessions focus on building confidence - —whether through overlearning, pre-teaching or strengthening core skills - so pupils feel equipped for their mainstream lessons.
As pupils move into the Middle School, learning support can become an option subject, offering structured and targeted help alongside their regular timetable. In the Third Year, this includes specialist sessions in English, maths and science - ideal for pupils who need extra help consolidating learning, developing organisation or embedding study routines.
During the Fourth and Fifth Years, learning support remains available as an option. Pupils receive a blend of private study opportunities and subject-specific guidance, helping them grow more independent while still having the tailored support they need. Alongside this, the team coordinates dyslexia screening and manages access arrangements for GCSE and A Level examinations, ensuring pupils have the right provisions in place at the right time.
Looking Forward with Confidence
Reforms inevitably bring uncertainty, but this White Paper has offered something refreshingly positive: reassurance that our priorities already align with the future national vision. Early intervention, personalised pathways and collaborative planning are not new ideas for us - —they are the foundations we’ve built on for years.
Across both Prep and Senior, our aim is simple: every pupil feels understood, supported and empowered to thrive - in School and in life beyond Pocklington.
If you would like to learn more about our SEND provision or want to see Pocklington School in action, please join us for an individual visit or Open Day.
