In Toto Ed
SEND
At In Toto Ed Cambridge, we are committed to creating a nurturing environment that provides personalised support for every student. Our Special Educational Needs & Disabilities (SEND) provision is designed to ensure that each student’s individual needs, as outlined in their EHCPs, are fully met, allowing them to access the education they deserve.
Collaborative approach to support
We work closely with parents, carers, and a range of professionals to provide comprehensive support for SEND students. Our team includes Educational Psychologists, Occupational Therapists, Speech and Language Therapists, and ELSA practitioners, all dedicated to creating the best educational experience for each student.
By building strong relationships with students and their families, we ensure ongoing communication and collaboration, allowing us to continually adapt our support to meet their evolving needs.
Tailored support across the entire provision
Our SEND offering spans the entire educational offering, ensuring that all students, especially those with EHCPs, receive the specific support they need to thrive.
The SENCO works closely with all staff members to create a cohesive and inclusive learning environment where every student feels valued and understood.
Empowering students to achieve their goals
The SEND department at In Toto Ed Cambridge is dedicated to helping students achieve their goals, embrace their unique strengths, and recognise the benefits of their neurodiversity.
We are fully aligned with the 2015 SEND Code of Practice, ensuring that all practices are in place to support our students in reaching their full potential.
Our priority is to nurture each student's individual needs, providing them with the support and encouragement they need to succeed in their educational journey.
Download the Cambridge SEND Report
Intervention
Overview of Interventions at In Toto Ed Cambridge
In our educational setting we are committed to meeting the diverse needs of all learners through inclusive classroom practices and targeted interventions. Our approach ensures that every student receives the support they need to thrive academically, socially and emotionally. Wherever possible, we use student's individual starting points to develop targeted, short-term interventions to enable our students to regularly experience success both inside and outside the classroom.
For students with communication and interaction needs, such as Autism Spectrum Disorder (ASD) or speech and language difficulties, we use visual timetables, simplified language and structured routines. We also provide quiet spaces and visual supports to aid understanding. Interventions include social stories, emotion regulation programmes and targeted speech and language therapy.
Students with cognition and learning needs including dyslexia, dyspraxia, dyscalculia and moderate learning difficulties, benefit from adapted resources such as coloured overlays, iPads and concrete learning aids. We break tasks into manageable steps for all our students and use assistive technology where appropriate. Exam Access Arrangements are embedded to reflect the normal way of working, ensuring that both students and staff become familiar with the processes involved. Interventions include structured literacy and numeracy programmes, occupational therapy and small-group support.
For those with social, emotional and mental health needs, including ADHD, ADD and those affected by adverse experiences, we offer a safe, predictable environment with access to calm spaces. Classroom strategies include movement breaks, visual prompts and organisational aids. Interventions focus on emotional regulation and resilience building through a range of different approaches, including mentoring and Zones of Regulation. Individual sensory circuits take place in our Gym and are based on recommendations within professional reports combined with observations.