Wyvern Logo Inclusion Toolkit

SEND Hub

Wyvern's SEND approach combines high-quality teaching, reasonable adjustments, and inclusive resourcing. What's good for SEND is good for all.

SEND pathway

SEND Learning and Behaviour Strategies

Use two connected knowledge bases for SEND support: one for behaviour strategies with SEND needs shown, and one for SEND learning strategies. Together they support students by reducing barriers through practical adjustments, access planning, inclusive routines, and behaviour approaches that help students stay engaged in learning.

Learning access

Open SEND Learning Strategies

Separate knowledge base focused on learning access and reasonable adjustments.

Open knowledge base

Behaviour route

Open SEND Behaviour Strategies

Behaviour knowledge base with SEND needs shown.

Open knowledge base

Need non-SEND vulnerability guidance?

For barriers linked to Pupil Premium, looked-after context, young carers, EAL, service children, bereavement/trauma, or housing insecurity, use the Vulnerability section.

Open Vulnerability guidance

By SEND Need

Profile, behaviour, and learning routes on each card

By SEND Area

Use this pathway when you want area-level guidance before selecting a specific SEND need.

Communication and interaction

Language and interaction needs.

Includes 6 SEND Need profiles.

Includes ASC/ASD, SLCN, DLD, social communication, speech fluency, and selective mutism profiles. Typical barriers include language load, social interpretation, and communication fluency.

Behaviour strategies Learning strategies

Cognition and learning

Processing, memory, and access needs.

Includes 6 SEND Need profiles.

Includes dyslexia, dyscalculia, dysgraphia, DCD/dyspraxia, working memory, and slow processing profiles. Typical barriers include literacy, memory load, sequencing, and task completion.

Behaviour strategies Learning strategies

Social, emotional and mental health (SEMH)

Regulation and relational needs.

Includes 8 SEND Need profiles.

Includes ADHD/executive function, anxiety, emotion regulation, attachment, trauma-background presentation, EBSA, low mood, and demand-avoidant profiles. Typical barriers include regulation, readiness, and relational safety.

Behaviour strategies Learning strategies

Sensory and/or physical

Sensory, physical, fatigue, and access needs.

Includes 6 SEND Need profiles.

Includes hearing, visual, physical, sensory processing, tic/Tourette, and medical-needs profiles. Typical barriers include access, sensory load, fatigue, and physical participation.

Behaviour strategies Learning strategies

Ordinarily Available Practice (OAP): good for SEND and good for all

We treat OAP as universal SEND support. These high-quality classroom strategies help students with identified SEND, and also benefit most other learners, including those with emerging or as-yet unidentified needs.

View OAP learning strategies

Implementation and systems guidance

New non-strategy pages that hold OAP/APDR/SENCo/whole-school content from the integrated LA guidance documents.

Hampshire OAP/SEND (2025) Southampton OAP (2024)

Universal systems

OAP implementation

Whole-class and whole-school OAP planning: learning space conditions, pedagogical principles, language/access routines, and OAP consistency checks.

Open guidance

Graduated approach

APDR guidance

Assess-Plan-Do-Review checklists for deciding when to strengthen OAP, add targeted support, or escalate to specialist input.

Open guidance

Systems and consistency

SENCo and leadership

Thresholding, implementation fidelity, joined-up attendance/behaviour/learning planning, and inclusion-focused monitoring.

Open guidance

Whole-school inclusion

SEND-friendly school

Environment, culture, staff skills, HQIT, and leadership conditions needed to make inclusive practice ordinary.

Open guidance