Safeguarding at Trinity includes protecting children from abuse, neglect and exploitation, responding to concerns quickly and appropriately, and making sure adults working with children understand their safeguarding responsibilities.

All adults working at Trinity, including staff, visiting staff, volunteers and placement students, are expected to report any actual or suspected concern about child abuse, neglect or harm to the Designated Safeguarding Lead or a Deputy Designated Safeguarding Lead.

Online safety is an important part of safeguarding. We support pupils to understand how to use technology safely and responsibly, including how to manage risk, protect personal information, respond to harmful content and seek help if something worries them online.

Safeguarding also includes supporting pupils’ emotional wellbeing. Pupils are encouraged to speak to a trusted adult in school if they are worried, anxious, struggling with relationships or concerned about something happening inside or outside school.

All visitors and volunteers are expected to follow Trinity’s safeguarding procedures. Visitors must sign in, wear the appropriate identification and follow the guidance given by the school. Any safeguarding concern must be reported immediately to a member of the safeguarding team.

We use a graduated approach to support pupils with SEND. This means support is planned, put in place, reviewed and adapted over time according to need.

Wave 1: inclusive, high quality teaching for all pupils. This includes adapting teaching, resources and classroom routines so pupils can access learning.

Wave 2: targeted support for some pupils who may need additional help, intervention or resources for a period of time.

Wave 3: more personalised support for a smaller number of pupils, including pupils with Education, Health and Care Plans where applicable.

The SEND Provision Map gives more detail about the types of support available across the school.

Trinity supports pupils with needs across the four broad areas of SEND:

• Communication and interaction: for example, speech, language and communication needs or social communication needs.
• Cognition and learning: for example, pupils who need additional support with learning, literacy, numeracy or processing information.
• Social, emotional and mental health: for example, pupils who may need support with anxiety, self regulation, confidence, relationships or behaviour linked to underlying need.
• Sensory and physical needs: for example, pupils who need support linked to hearing, vision, sensory processing, mobility or physical access.

Individual pupils may have needs that sit across more than one area, and their needs may change over time. The purpose of identifying need is to understand what support will help the pupil, not simply to place them in a category.

Most support for pupils with SEND happens through high quality teaching in the classroom.

Teachers plan learning carefully, use assessment to understand pupils’ needs, adapt resources where appropriate and use strategies that help pupils access the curriculum.

This may include:

• scaffolding, modelling and clear explanations
• visual prompts, key vocabulary and knowledge organisers
• writing frames, sentence starters and adapted resources
• additional thinking time
• targeted seating plans
• supportive resources or technology where appropriate
• access arrangements for examinations where pupils meet the criteria

Support is matched to pupils’ needs and may change over time.

Examples may include literacy or numeracy intervention, reading support, speech and language activities, social skills support, emotional literacy, mentoring, homework or revision support, sensory resources, access arrangements, targeted time in a calm space, or support linked to advice from external professionals.

Where appropriate, pupils may also access quieter spaces, emotional regulation support, sensory resources or planned interventions that help them feel settled and ready to learn.

Parents and carers know their children well. We value working in partnership with families to understand strengths, needs, concerns and the support that may help a pupil flourish.

We also want pupils with SEND to be listened to and involved in conversations about their learning and support. Where appropriate, pupils are encouraged to share what helps them learn, what they find difficult and what support they feel makes a difference.

Trinity is committed to supporting disabled pupils to access school life and to take part in learning and wider opportunities wherever reasonably possible.

Information about site access, reasonable adjustments and accessibility planning is available in the SEND Information Report, Accessibility Plan and through contact with the school office.

Transitions can be particularly important for pupils with SEND.

Trinity supports pupils as they move into school, between year groups, from Primary to Secondary and towards Post 16 pathways. Support may include conversations with families and previous schools, transition information, additional visits where appropriate, liaison between staff and planning for pupils who may need additional reassurance.

For pupils moving into Year 7, the SEND team works with families and primary schools to understand needs early and plan support where appropriate.