SEND
Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. All students have the right to achieve their maximum academic and social potential. At the Academy we believe that all students have learning differences rather than learning difficulties and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.
We offer a range of support to develop teacher’s expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO.
We are delighted to say that Belmont Castle Academy has been award The ADHD Friendly School Award.
This is what The ADHD Foundation Neurodiversity Charity had to say about us:
The submission was great and we were struck by how much is going on, the range of supports in place, in particular, the focus on physical activity from involvement in regional and national competitions, the Gym Trail and the use of PE Coaches at lunchtime. The level of resourcing for Emotional Regulation was particularly commented upon, with calm corners, sensory garden and room and the "Calm Me" activities embedded into the curriculum. The group felt that the level of information and signposting for parents was the best that we had seen since we started the award. This confirms what I felt when I visited Belmont Castle Academy, which is that there is outstanding work going on daily for learners with ADHD.
Colin Foley, National Training Director
Session 1 - Understanding Neurodiversity
Understanding Neurodiversity
This workshop introduces the concept of neurodiversity, explaining that all brains work differently and that these differences are natural and valuable. It provides an overview of a range of neurodivergent profiles — including autism, ADHD, learning disabilities, Down’s syndrome, dyslexia, dyscalculia, developmental language disorder, dyspraxia and more — and outlines the strengths, challenges and common characteristics children may experience.
The handout highlights how needs can vary from day to day, why some children have “spiky profiles”, and the importance of using respectful, identity‑affirming language. It also explores co‑occurring conditions, external life factors that may impact children, and practical adjustments that can support learning, communication, emotional regulation and sensory needs.
Parents are encouraged to stay curious, recognise their child’s strengths, and work collaboratively with others. The document also includes a wide range of videos, tools and trusted organisations offering advice, wellbeing support and guidance for families.
Session 2 - Unique Learning & Thinking Styles
Unique Learning Thinking Styles This session explains why children learn and think differently by introducing the “Brain House” model, which highlights how the upstairs brain supports planning and decision‑making while the downstairs brain manages instinctive emotional responses. Differences in these areas can affect how neurodivergent children focus, regulate emotions and respond to everyday demands.
The handout outlines key executive function skills — including attention, working memory, inhibition, initiation and planning — and describes how challenges in these areas may lead to difficulties starting tasks, staying organised, remembering steps or managing strong feelings.
Parents are offered practical strategies such as breaking tasks into smaller steps, using visual supports, building routines, scaffolding new learning and using games to strengthen skills like planning and emotional control. The session also emphasises the importance of celebrating strengths, creating opportunities for success and maintaining consistent communication with those supporting the child
Session 3 - Emotional Regulation
Emotional Regulation This session explores why neurodivergent children may experience stronger, more frequent or harder‑to‑manage emotions. It highlights that neurodivergent young people can be more sensitive to sensory input, experience difficulties with emotional literacy, and find it harder to understand or communicate their feelings, which increases the likelihood of anxiety, low mood and overwhelm.
The “Brain House” model explains how big emotions can cause children to lose access to the thinking, problem‑solving part of the brain — often known as “flipping the lid”. When this happens, connection and calm must come before correction.
Parents are offered practical strategies such as building emotional literacy, allowing processing time, using visuals and tools like emotion scales, and creating predictable, nurturing environments. Calming approaches — including sensory strategies, grounding techniques, breathing exercises and safe spaces — also support regulation. The handout emphasises the importance of supportive relationships, healthy boundaries and working together to understand triggers and meet needs.
If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.
SENCO: Mr S Minns
Telephone: 01375 373601 Opt 2
SEND Information ReportAccessibility PlanThurrock Local Offer
