SEND Support
Compass Learning provides an inclusive, responsive and highly personalised approach for pupils with special educational needs and disabilities. We recognise that learners may experience a wide range of communication, learning, sensory, emotional and social needs, and we adapt teaching, routines, the environment and expectations accordingly. Each pupil’s strengths, barriers, preferred ways of working and required reasonable adjustments are identified from the outset through assessment, pupil voice and close liaison with families and commissioning schools. Small-group and one-to-one support, predictable routines, clear communication, regulation strategies and carefully scaffolded learning help pupils feel secure, understood and able to make meaningful progress. Provision is reviewed regularly through a Plan–Do–Review approach, ensuring support remains responsive as each learner’s needs, confidence and independence develop.
Individual Support Plans
Every pupil begins their placement with a personalised Individual Support Plan, developed through initial assessment, pupil voice, information from the commissioning school and, where appropriate, input from parents or carers. The plan identifies the learner’s strengths, needs, barriers, triggers, successful strategies, reasonable adjustments and agreed outcomes, ensuring that support is carefully tailored from the outset.
It is used to guide day-to-day practice, promote consistency between Compass, school and home, and is reviewed regularly through a clear Plan–Do–Review process so that provision continues to reflect the pupil’s progress and changing needs.
Interventions
Compass Learning offers structured, six-week SEMH interventions designed to address the specific barriers affecting a pupil’s wellbeing, engagement, attendance and readiness to learn. Our programmes are evidence-informed, drawing on established social and emotional learning, self-regulation, restorative and relationship-based approaches, alongside guidance on understanding individual behaviour and removing barriers to attendance. This reflects EEF evidence supporting the explicit teaching of emotional self-management, social interaction and positive learning behaviours, as well as Department for Education guidance emphasising early identification, pupil and family voice, individualised support and close partnership with schools.
Each intervention is usually delivered through one focused session per week, either one-to-one or within a carefully selected small group. The programme begins with a baseline assessment and pupil questionnaire so that clear, personalised outcomes can be agreed. Progress is captured through weekly reflections and practitioner observations, followed by a matching endpoint assessment and concise impact report for the commissioning school. Strategies developed during the intervention are shared with relevant adults so that progress can be reinforced consistently beyond the sessions.
Compass Regulation and Readiness
Supports pupils to recognise emotions, understand their triggers and warning signs, use practical regulation strategies and return to learning more successfully.
Compass Reconnect
Supports pupils experiencing anxiety, emotionally based school avoidance or disengagement to understand their barriers and take gradual, achievable steps towards successful reintegration.
Compass Resolve
Helps pupils recognise patterns of conflict, pause before reacting, communicate more safely, make better choices and repair relationships following difficult incidents.
Compass Family Link
Works alongside parents and carers to strengthen their understanding of the child’s needs, establish calm and consistent approaches and improve partnership between home, school and other professionals.
Enrichment, Belonging and Positive Participation
Uses practical, creative and collaborative activities to build confidence, resilience, positive relationships, responsibility and a stronger sense of belonging within education.