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Voxly Tuition | Maths, English & Science Tuition Centre

This policy was formally adopted by the Management of Voxly Tuition on 25th June 2026. It will be reviewed annually by the management team and will remain in effect unless and until the Management notifies the Institute of any amendments.

This document should be read in conjunction with our Safeguarding and Child Protection Policy and Grievance Resolution Policy and Procedures.

Name Designation Date and signature
Miss. Hadiya NaveedDirector

 

Hadiya 24-06-2026

Mr. Ali NaveedSetting Manager

 

Ali Naveed 24-06-2026

Ms. Kulsom KhanSupervisorK Khan 24-06-2026

Voxly Tuition Send Policy:

Introduction

This policy has been developed in line with the requirements set out in:

  • The Equality Act 2010 – Advice for Schools (DFE, February 2013)
  • Statutory Guidance on Supporting Pupils with Medical Conditions (April 2014)
  • Inclusion Guidance

At Voxly Tuition, we are committed to ensuring equality of education and opportunity for all pupils and staff. We aim to remove all barriers to participation and learning that could exclude individuals or groups of pupils. This means that equality of opportunity must be genuine, and we must pay attention to all groups of children within our Institute.

We strive to develop a culture of inclusion and diversity in which people feel free to disclose their disability and participate fully in Institute life. We believe that diversity is a strength that should be respected and celebrated by all who learn, teach, and visit here. Children are respected, valued, and listened to.

This Policy Applies to Children Who:

  • Have Special Educational Needs.
  • Are Looked After Children.
  • Reflect social or cultural diversity.
  • Have attendance difficulties.
  • Do not speak English at home.
  • Are gifted and talented.
  • Have recently moved to this country.
  • May be refugees or asylum seekers.
  • Are disadvantaged or vulnerable.
  • Present with safeguarding concerns.
  • Live in poverty or may be homeless.

Provision

Definition of Special Educational Needs (SEN)

Voxly Tuition identifies pupils as having SEN if they meet the definition set out in the 2015 SEN Code of Practice, which states:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.”

A child of compulsory school age has a learning difficulty or disability if they:

  • Have a significantly greater difficulty in learning than the majority of others of the same age, or have a disability which prevents or hinders them from making use of educational facilities generally provided for others of the same age in mainstream schools.

Many children with SEN may also have a disability under the Equality Act 2010—defined as:

“Any physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.”

This definition includes children and young people with long-term medical conditions such as asthma, diabetes, epilepsy, and cancer. Such conditions do not necessarily mean a child has SEN. However, where a child requires special educational provision over and above the adjustments required by the Equality Act 2010, they will additionally be covered by the SEND definition.

Areas of Special Educational Need

At Voxly Tuition, we provide special educational provision for pupils whose needs broadly fall into the following four areas:

  1. Communication and Interaction – e.g., Autistic Spectrum Disorder (ASD), Speech and Language Difficulties.
  2. Cognition and Learning – e.g., Dyspraxia, Dyslexia.
  3. Social, Emotional, and Mental Health Difficulties – e.g., ADHD, Anxiety, Depression.
  4. Sensory and/or Physical Needs – e.g., physical, visual, or hearing impairments, epilepsy.

Pupils must not be regarded as having learning difficulties solely because their home language is different from the language in which they are taught. Where difficulties are perceived, a home language assessment will be carried out as part of further investigation.

Guiding Principles

At Voxly Tuition, we believe that all our pupils—regardless of gender, ethnicity, ability, or disability—are entitled to a high-quality education that maximises their life chances.

All pupils are entitled to an education that enables them to:

  • Achieve their best.
  • Become confident individuals living fulfilling lives.
  • Make a successful transition into high school, further and higher education, training, or adulthood.

Objectives

We will ensure that our pupils with SEN have their needs met through a rigorous programme of identification, assessment, planning, and support. To achieve this:

  • The views of the pupil will be sought and taken into account.
  • Parents have a vital role in supporting their child’s education.
  • Pupils with SEN will have full access to a broad, balanced, and relevant education, including an appropriately differentiated curriculum.
  • The Institute will manage its resources to ensure all pupils’ needs are met.
  • Special educational needs will be identified early.
  • Provision and progress for SEN pupils will be monitored and reviewed regularly.
  • Children’s progress is reported and discussed regularly with parents.
  • Appropriate training will be provided for those involved in implementing this policy.
  • Our pupils will make a successful transition to the next stage of their learning and begin building the skills needed for adult life and employment.

Role of Department Supervisors / Head of Department

Department Supervisors and Head of Department are expected to:

  • Use baseline assessment to identify what the child knows, understands, and can do.
  • Ensure ongoing observation and assessment provide feedback that informs next steps.
  • Involve parents and the child in the process.
  • Avoid assuming difficulties are solely within the child.
  • Use National Curriculum programmes of study, effective management, ethos, learning environment, and curriculum arrangements.
  • Apply differentiation to match planning to individual needs.
  • Take responsibility for planning and overseeing interventions or support arrangements to address learning difficulties.
  • Recognise when a pupil is working below age-related expectations.
  • Identify serious difficulties in cognition, social and emotional development, physical, sensory, communication, and interaction.
  • Ensure that high-quality teaching and learning arrangements are not enabling the pupil to make good enough progress, and that SEN is providing a barrier to learning.
  • Consider the desired outcomes, including expected progress and attainment, alongside the views and wishes of the pupil and their parents.
  • Ensure plans for support relate to a clear set of expected outcomes, including stretching and relevant academic and developmental targets.
  • Track and review progress towards these outcomes termly through a 4-step model:
    1. Assess – Analyse the pupil’s needs using tutor assessment, data on progress and behaviour, and parents’ views.
    2. Plan – Notify parents, identify interventions and support, inform all relevant staff, and share outcomes and targets.
    3. Do – Department Supervisors work with the pupil on a daily basis.
    4. Review – Review progress regularly and repeat the cycle as necessary.

The Monthly Review Meeting

This meeting will be led by the Department Supervisor, who has good knowledge and understanding of the child and is aware of their needs and attainment.

The meeting provides an opportunity for:

  • Parents to share their concerns.
  • Agreement on aspirations for the child.
  • Sufficient time to explore parents’ views and plan effectively.

Wherever possible, meetings will be aligned with the normal cycle of discussions with parents, though they will be longer than most parent-teacher meetings. The Support Plan will be updated and agreed with parents at this meeting.

Provision Mapping

The Tuition Centre will maintain a provision map detailing the support, arrangements, and interventions available to ensure that pupils with SEN can access learning and maximise their achievements.

Voxly Tuition's Approach to Identification and Assessment of SEN

We follow an agreed approach to the identification and assessment of SEN, taking into account the nature of the special needs. This includes:

  • High-quality formative assessment.
  • Effective tools and early assessment materials.
  • Support from outside agencies, commissioned through the Local Authority or the Institute’s own professionals.

We follow the National Curriculum statement on Inclusion. We expect tutors to:

  • Set high expectations for every pupil.
  • Teach the full curriculum, whatever the pupil’s prior attainment.
  • Use appropriate assessment to set ambitious targets.
  • Plan lessons to address potential areas of difficulty and remove barriers to achievement.

In many cases, this will mean that pupils with SEN can study the full National Curriculum. We make every effort to adapt curriculum, teaching, and the learning environment to meet individual needs, and may provide access to ancillary aids such as workstations, laptops, or iPads.

Effective Communication with Parents

To make communications effective, staff will:

  • Acknowledge and draw on parental knowledge and expertise.
  • Focus on the pupil’s strengths as well as areas of additional need.
  • Recognise the personal and emotional investment of parents and be aware of their feelings.
  • Ensure parents understand procedures, know how to access support, and receive documents well before meetings.
  • Respect the validity of differing perspectives and seek constructive ways of reconciling them.
  • Respect parents’ own needs, such as disability or communication and linguistic barriers.
  • Recognise the need for flexibility in the timing and structure of meetings.

Pupils' Views

The pupil’s views will always be ascertained through:

  • Direct discussion with the pupil.
  • Contributions from parents.
  • Observation and review.

 

Pupils will be encouraged to participate in all decision-making processes, including:

  • Setting learning targets.
  • Contributing to personal plans.
  • Discussions about school choices.
  • Contributions to assessment and termly reviews.
  • Transition meetings.

We ensure that pupils are part of the process, feel listened to, and know that their views are valued.

Aims and Objectives for English as an Additional Language (EAL)

The National Curriculum (2014) secures entitlement for all children and gives them the opportunity to develop the knowledge, understanding, skills, and attitudes necessary for self-fulfilment and development as responsible citizens.

We promote the principles of fairness and justice through the education we provide.

Our EAL Aims

  • Improve the speaking, listening, reading, and writing of English for children learning English as an additional language.
  • Support access to the Early Years Curriculum and National Curriculum by improving fluency and providing bilingual support where possible.
  • Integrate new children into the Institute to ensure curriculum access and academic achievement.
  • Identify and make maximum use of opportunities for modelling fluent use of English.
  • Provide opportunities for children to practise and extend their use of English.
  • Meet the full range of needs of children learning English as an additional language.

Teaching and Learning Styles

At Voxly Tuition, tutors help pupils learning English as an additional language through various means.

Spoken and Written English Development

    • Ensuring vocabulary work covers technical and everyday meanings, including metaphors and idioms.
    • Explaining how speaking and writing in English are structured for different purposes across subjects.
    • Providing a range of reading materials that highlight different uses of English.
    • Ensuring effective opportunities for talking to support writing.
    • Encouraging children to transfer knowledge, skills, and understanding from one language to another.
    • Building on children’s experiences of language at home and in the wider community.

Access to Curriculum and Assessment

  • Using accessible texts and materials appropriate to children’s ages and learning levels.
  • Providing support through ICT, video, audio, dictionaries, translators, visual aids, readers, and dual language texts.
  • Supporting children in smaller groups to increase opportunities for modelling language structures and conversations.
  • Offering additional support to target groups operating below expected levels.

Curriculum Access

All pupils follow the curricular requirements of the Early Years Foundation Stage and the National Curriculum. Children with English as an additional language do not produce separate work. We generally withdraw pupils for EAL support only during the initial stages of induction.

Principles for Supporting Disadvantaged Pupils

  • We ensure that teaching and learning opportunities meet the needs of all pupils.
  • Appropriate provision is made for pupils who belong to disadvantaged groups, ensuring their needs are assessed and addressed.
  • All staff promote an inclusive and collaborative ethos in their classrooms, enabling all pupils to thrive.
  • Staff plan and deliver lessons to a high standard and support the acceleration of progress to narrow gaps and maintain improvements.
  • Disadvantaged pupils are supported through differentiated planning and teaching, especially those who find aspects of learning difficult and are at risk of falling behind.