By Savraj Ram, Inclusion Co-ordinator at Holy Rood Catholic Primary School, Watford, part of All Saints Catholic Academy Trust, in the Archdiocese of Westminster.
In September 2020 we welcomed a cohort of pupils with particularly high and complex needs. This followed a period of years during which saw a gradual increase in the numbers of pupils arriving in Nursery and Reception with complex SEND needs.
It led us to plan the creation of the ‘Pod’ space, previously used for a range of interventions and a breakfast and afterschool club, as an area which would effectively meet the needs of these pupils.
We initially focussed on five very high needs pupils, all of whom were non-verbal and not toilet trained. One had exceptional medical needs, requiring careful planning within a mainstream school setting, while another had Down’s syndrome with partial sight and hearing loss. There was a lot of learning the school undertook and support was needed from NHS and educational advisory services to train staff, for example in administering medications.
Initially the Pod area was used for pupils requiring regular changing and also to provide a calmer, less overwhelming environment for those new to school who found the classroom setting too stimulating. However, as they progressed into Year 1, the Pod became more formalised with a clear daily structure and regular interventions. Learning was planned by a teacher with experience of working in specialist provision, and interventions led by support staff. It ran similarly to an Early Years classroom, but on a smaller scale.
Many of the pupils had speech and language needs, prompting us to bring in speech therapists to provide staff training and individualised targets. This was an expensive but supportive resource we have continued to use.
The routine in the Pod incorporates sensory circuits – morning activities designed to regulate sensory input, and support gross and fine motor skills as well as social and emotional development. We also implemented Bucket Time, an intervention to develop listening, attention, concentration, and vocabulary. Following this, pupils had Communication in Language (CIL) sessions before enjoying snack time together. This offers a valuable opportunity for them to practice making choices and requests, as recommended by speech therapists.
As these pupils moved into Year 2, the Pod continued to support this group while accommodating others across the school. With three pupils transitioning to specialist provision, the Pod began to serve new nursery pupils with very high SEND needs from September 2023. This group primarily presented with autism and speech and language-related challenges. Building on previous experience we introduced additional targeted interventions, such as Boogie Mites, a pre-phonics music-based program for children to learn songs and use instruments to develop literacy skills.
Over time, and through close collaboration with Colnbrook School, a local specialist primary school, our approach has evolved significantly. Rather than relying heavily on one-to-one support we have shifted towards more group-based interventions. This change encourages pupils’ independence and helps prevent them becoming overly reliant on individual adults. While some one-to-one support remains necessary for certain pupils, embedding this group-focused approach is a priority as we continue to develop practice.
Meeting the needs of each new cohort requires careful planning and ongoing staff training. Makaton is used extensively throughout the Pod to support communication for all pupils, and the environment is well resourced to meet individual interests and needs. We have invested significantly in the space, providing equipment such as soft play materials, interactive games, puzzles, and toys to promote engagement and learning.
Our dedicated staff have been central to the Pod’s success. Many have completed training in the interventions mentioned above and two also work with Colnbrook School, receiving specialist training and resources to address more complex needs.
External specialists and advisors, including Ofsted, who have observed the Pod agree it effectively supports pupils and has a hugely positive impact on development and outcomes. We continually strive to improve our provision to ensure it remains relevant and engaging for pupils going forward.
Find out more All Saints Catholic Academy Trust and Catholic education in the Archdiocese of Westminster
