1. Purpose of this report
This report explains how Evolution Education identifies and supports young people who need extra help with learning, behaviour, wellbeing or access to school life. It is written for parents and carers, commissioning schools, local authorities and inspectors, and sits alongside our SEND Policy.
We use clear language on this website so young people and families feel respected. Where professional terms are needed for accuracy (for example Education, Health and Care Plan), we explain them.
2. Who we are and who we support
Evolution Education is a sport-specialist school setting for ages 11 to 16. Places are arranged by schools and local authorities. We do not take public self-referrals.
Many young people arrive after disrupted schooling. Some have an Education, Health and Care Plan (EHCP). Others need short-term extra help to settle, rebuild confidence and return to learning. Support can include adaptive teaching, mentoring, literacy catch-up, regulation support and personalised pathways (Academic, Vocational or Sports).
While Independent School registration progresses, full-time delivery may operate under local authority commissioned partnership arrangements that use a partner school’s Unique Reference Number. Day-to-day education, care and support for learners on Evolution placements remain coordinated by Evolution Education staff under our published policies.
3. How we identify needs
- Referral and transfer information from the parent school or local authority
- Baseline academic and pastoral assessment on induction
- Teacher, mentor and Key Adult observation during the first weeks
- Family knowledge and the young person’s voice
- Review of any EHCP outcomes or previous support strategies
- Safeguarding and risk information, handled under our Safeguarding Policy
We use a graduated approach: assess, plan, do, review. Needs and strategies are captured in a personal learning plan and a simple one-page profile so every adult knows what works.
4. How we support young people
High-quality adaptive teaching
All staff are expected to adapt teaching, routines and relationships so that more young people succeed in the main classroom and sports or vocational spaces.
Targeted interventions
Where assessment shows a gap, we may offer short, reviewed interventions such as literacy and reading, numeracy catch-up, mentoring, wellbeing and regulation support, or exam-access preparation. See Interventions and Literacy and reading.
Key Adult and small-group care
Every learner has a Key Adult. Group sizes and adult ratios are designed to keep relationships strong and expectations high.
Sport as a route back into learning
Sport is part of how we teach and support. It builds belonging, routine, confidence and motivation without replacing the need for core academic progress.
5. Working with Education, Health and Care Plans
Where a young person has an EHCP, we implement the strategies agreed for their placement, monitor progress against relevant outcomes, share evidence with the parent school and local authority, and contribute to annual reviews. Concerns about plan provision are escalated through the parent school SENCO and local authority as appropriate.
6. Consulting parents, young people and professionals
- Parents and carers are partners from induction
- Progress and plans are shared in plain English
- Student voice informs targets and reviews
- Commissioners receive agreed updates for monitoring
Contact for SEND queries: admin@evolution-sportsgroup.com (ask for the SEND lead or Headteacher).
7. Expertise and training of staff
Staff combine teaching, mentoring, coaching and pastoral roles. Training includes safeguarding (KCSIE), adaptive teaching, behaviour for learning, online safety and SEND refresher content. The Quality of Education and SEND lead coordinates how support is planned and quality assured with the Headteacher.
8. Equipment, access and exam arrangements
Reasonable adjustments can include quiet spaces, movement breaks, adaptive resources, assistive technology where available, and exam access arrangements supported by evidence. For external assessments we follow awarding-body and JCQ expectations with the relevant exams process. See Exams and assessment and our Accessibility Policy and Plan.
9. Supporting transitions
We plan entry carefully and plan exit early. Transition can include phased induction, visits, information exchange with the next setting, and destination planning with careers education. See Student journey and Careers education.
10. Evaluating effectiveness
Leaders review personal plans, attendance, engagement, literacy baselines, destination readiness and student and family voice. Findings feed school improvement and staff development.
11. Concerns and complaints
Day-to-day questions should go first to the Key Adult or SEND lead via admin@evolution-sportsgroup.com. Formal complaints follow our Complaints process and policy.
12. Local offer and related documents
- SEND page
- SEND Policy
- Equality Policy and objectives
- Accessibility Policy and Plan
- Registration and inspection readiness
- Local authority local offers for the areas we work with (linked on request and through family support pages)
Review
This report is reviewed at least annually, or sooner if registration status, provision or statutory guidance changes. Next formal review: January 2027. Approved by the Proprietor / Leadership Team.