With SEN reforms on the cards, Framlingham College Prep School Head of Learning Support Natalie Skilton discusses the ways in which its specialist provision supports every child to succeed
Figures from gov.uk show that over 1.7 million (1 in 5) pupils in England had identified Special Education Needs (SEN) in the academic year 2024/5, which is a 5.6% increase from the previous year. Government forecasts suggest a substantial rise in coming years and, even with additional spending announced in last year’s budget, the deficits in local authority budgets could amount to over £8 billion by 2027.
With major reforms announced in a recent White Paper, more parents are now considering independent schools because they can provide significant additional SEN support. This ranges from individualised educational learning plans and customisable curriculums to technology resources and expert staff in areas such dyslexia, autism and ADHD.
At Framlingham College Prep School, from the very first meeting, we take time to understand the whole child – not just their academic profile, but their strengths, interests, challenges and aspirations. Careful observation, open dialogue with parents and close collaboration with teaching staff allow us to build a clear picture. This approach allows us to create a plan that is flexible and responsive, ensuring that strategies, adjustments and interventions evolve as the child grows.
We offer a highly personalised level of care and support. Small class sizes mean staff know each child well, enabling early identification of needs and tailored support. As an independent school, we have the flexibility to innovate, respond swiftly to individual needs and create an environment where each child is supported and challenged appropriately.
Pastoral care is central to school life here, and we have specialist wellbeing provisions such as LEGO-based therapy, helping to develop communication, collaboration and social confidence. Our much-loved therapy Labrador Walter is available for emotional support for all pupils across the school.
One of the most persistent myths is that children with SEN are less capable or less ambitious. In reality, each child has exceptional strengths, creativity and resilience – they may simply learn or process information differently. Another misconception is that SEN support lowers expectations, when the opposite is true. Effective provision with the right scaffolding in place allows children high expectations. SEN is not a limitation – it’s just a different starting point.
A particularly inspiring example is a Year 6 pupil who joined Framlingham with low confidence and significant difficulties with literacy. Through targeted support, adaptive teaching, and consistent encouragement – including one-to-one and small-group interventions, pre-teaching of key vocabulary, visual supports, task variation, additional processing time, and scaffolded tasks – they were able to grow in confidence and engagement. Now this pupil is confidently contributing to class discussions and enthusiastically embracing all that our school has to offer.
A strong SEN provision lays the foundation not only for academics but also for confidence, independence and resilience. A child who feels understood and supported is more likely to engage positively with learning, take risks and develop the skills they need to thrive. Most importantly, effective SEN support empowers pupils to recognise their strengths, advocate for themselves and approach the future with optimism – all essential for future success.
Framlingham College Prep School framlinghamcollege.co.uk
Further reading: Frewen College on redefining dyslexia
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