SEND Statement

Golden Rose Sewing School is committed to providing an inclusive, supportive, and nurturing environment where every child can thrive. We recognise that children learn in different ways and may have additional or emerging Special Educational Needs and Disabilities (SEND). Our approach is grounded in empathy, patience, and a belief that all children deserve access to creative learning opportunities that build confidence and independence.

Our Commitment to Inclusion

We aim to:

• Welcome children with a wide range of needs, wherever it is safe and appropriate to do so

• Work in partnership with parents and carers to understand each child’s strengths, challenges, and preferred ways of learning

• Make reasonable adjustments to support participation, comfort, and confidence

• Provide a calm, structured, and reassuring learning environment

• Promote positive attitudes towards diversity, neurodiversity, and individual differences

Training and Professional Development

The Director has completed CPD‑accredited SEND training through The New Skills Academy, strengthening the School’s understanding of:

• Neurodiversity and diverse learning profiles

• Communication differences

• Sensory needs

• Behaviour as communication

• Creating inclusive learning environments

• Supporting children with additional needs in small‑group settings

Ongoing professional development ensures that our practice remains informed, reflective, and responsive.

Working in Partnership with Families

Parents and carers are encouraged to share any relevant information about their child’s needs so we can plan appropriate support. We value open communication and will:

• Listen carefully to parental insight

• Discuss any reasonable adjustments that may help the child participate fully

• Agree strategies that support the child’s comfort, safety, and enjoyment

• Review arrangements if a child’s needs change

We will always be honest about what we can safely and realistically provide within the limits of our small‑group sewing environment.

Reasonable Adjustments

Where possible, we may offer:

• Clear, step‑by‑step instructions

• Visual demonstrations

• Extra processing time

• Reduced sensory load (e.g., quieter workspace, predictable routines)

• Seating adjustments

• Additional reassurance or check‑ins

• Adapted tasks to support success

Adjustments are made on a case‑by‑case basis, depending on the child’s needs and the safety requirements of sewing equipment.

When We May Not Be Able to Meet a Child’s Needs

As a small, single‑practitioner setting using tools such as needles, scissors, and sewing machines, there may be occasions where:

• A child requires one‑to‑one support beyond what can be safely provided

• A child’s needs exceed the level of supervision possible in a group environment

• Safety risks cannot be appropriately managed

In such cases, we will discuss this sensitively with parents and explore alternative options or future pathways.

Reviewing Our Practice

We regularly reflect on our provision to ensure it remains inclusive, safe, and supportive. Feedback from families is welcomed and helps us continue to improve.

Contact

If you would like to discuss your child’s needs before joining a class, please contact:

Sarah — Director, Golden Rose Sewing School Email: sarah@goldenrosesewingschool.co.uk Phone: 07542 548116