SEND


Step by step: developing bespoke onsite provisions at Tudor Grange Academies Trust


CLARE WATERHOUSE, Director of Inclusion at Tudor Grange Academies Trust, shares her insights with Education Today.


As the educational landscape continues to evolve, schools must explore ways to meet the diverse needs of their pupils. As we welcome more children with complex needs into mainstream provision, one approach being considered is the development of onsite specialist units or r esource bases.


At Tudor Grange Academies Trust, we believe it is our moral


responsibility to be part of the solution to the significant rise of pupils with SEND and the limited capacity of specialist settings. We have worked alongside local authorities at four of our schools to plan and establish our own bespoke provisions, and are working towards opening our fifth in January 2026. But what does it take to bring such a vision to life?


The first step has been to identify the prevalent need in line with the gaps in local provision. We sought to understand the barriers our pupils were facing and listened to parents and carers who spoke of the emotional toll of seeing their children struggle in mainstream but having to wait for significant periods of time for a specialist placement, or having to travel long distances to access specialist or independent settings.


In some instances, conversations with the local authority have been instigated by the MAT, and in others we have been approached. In both cases, once a potential need has been agreed, a range of other stakeholders have been engaged, incorporating SEND leaders within the MAT who can advise on operational and pedagogical implications; local authority teams who can offer guidance on sufficiency planning and funding; external consultants to provide expertise in the relevant area; and a project team where new builds or refurbishments have been required. Funding is often a blend of capital investment, top-up funding and core school budgets. In addition to locating a suitable space within the school, considerations must include staffing models, admissions processes and quality assurance oversight.


Once trustees have approved the proposal, the design phase begins. Building design is key to create a calm, safe and sensory-friendly environment; curriculum planning must be tailored to the needs of the cohort; recruitment and/or upskilling of current staff should begin; and commissioning of external agencies is needed to support implementation of the graduated approach. Equally important is the involvement of the wider school staff. Creating these special provisions is not just a structural change, but also a cultural one, enriching the whole school community by fostering a deeper understanding of inclusive practice.


After opening, ongoing monitoring and evaluation is essential to ensure the provision’s effectiveness. Pupil progress must be tracked, and this is likely to involve monitoring social and emotional progress, not just academic. Gathering feedback from families, staff, and the pupils allows us to ensure we’re meeting the needs of learners.


At the heart of this journey has been a commitment to inclusion and the desire to serve our local communities. Our provisions centre on promoting belonging and being simultaneously nurturing and ambitious. It requires ongoing vision, collaboration and a relentless focus on what is right for children, but the impact has been undeniable; pupils attending school and feeling successful, families feeling heard and staff feeling proud of the difference they make.


. November 2025 www.education-today.co.uk 23 Falling through the gaps:


the SEN-betweeners EMMA SANDERSON, Managing Director of Momenta Connect, part of Outcomes First Group, a leading provider of world class education, discusses ‘SEN-betweeners’.


This December, the government will release the latest figures on Children Missing Education (CME) and the numbers are expected to rise once again.


Last year’s statistics already painted a deeply concerning picture, with local authorities reporting 39,200 children missing education as of the autumn 2024 census (up from an estimated 33,000 in the previous year).


Behind those numbers are not statistics, but real children, many of whom are slipping through the


cracks of a system not designed to recognise or meet their needs. Among them is a growing group that’s often overlooked: the ‘SEN-betweeners’. These are children who don’t fit neatly into a category. They are academically capable yet face significant struggles with anxiety, social interaction, or sensory overload in mainstream classrooms.


For these children, school can become an overwhelming place. When the classroom becomes too much, some are quietly sent to sit in corridors or isolated spaces, missing lessons and social opportunities. Without tailored support, they become increasingly detached, anxious, and invisible. Their potential is not lost through lack of ability, but through a lack of understanding and appropriate provision.


Even when their challenges are recognised, chronic underfunding often prevents schools from providing the right interventions. Staff may want to help but simply don’t have the resources, time, or training to do so effectively. Learning gaps are sometimes mistaken for poor motivation or effort. For pupils from disadvantaged backgrounds, stigma and barriers compound the problem.


The result is a growing attainment gap between pupils with SEND and their peers. They are more likely to experience bullying and social exclusion, and their time away from the classroom makes forming friendships and developing confidence even harder. Some children disappear entirely from the radar of support services, effectively falling out of education altogether. Addressing this crisis requires early, effective, and sustained support. Providing timely help for children struggling in mainstream settings could prevent many from reaching crisis point or requiring specialist placement later.


We need inclusive classrooms designed with all learners in mind, environments with quiet spaces, sensory-friendly setups, and reduced clutter to support focus and calm. Embedding specialist teachers within mainstream settings would ensure that children’s needs are recognised and addressed from the start, not after years of struggle.


Above all, we must confront the chronic underfunding of SEND support. If local services could offer a wider range of tailored options, such as specialist units within mainstream schools, alternative provision, or blended learning, education could adapt to the child, not the other way around.


Every child deserves to learn, to belong, and to be seen. With the right support, no pupil should be left waiting in a corridor while their confidence and potential quietly fades away.


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