1. Our commitment

TARKA is committed to including every child. We want children with special educational needs and disabilities (SEND), and children with social, emotional and mental health (SEMH) needs, to enjoy our sessions and take part as fully as possible. This policy follows the SEND Code of Practice: 0 to 25 years and the Equality Act 2010.

2. What we mean by SEND

A child has special educational needs if they have a learning difficulty or disability that calls for special educational provision to be made for them. This includes children who have significantly greater difficulty in learning than most children of the same age, or who have a disability that prevents or hinders them from using the facilities generally provided for children of their age.

3. What we mean by SEMH

Social, emotional and mental health (SEMH) needs is a broad term for children who find it hard to manage their emotions, to get on with others, or who are experiencing mental health difficulties. In young children this may show as being withdrawn or isolated, as anxiety, or as behaviour that is challenging or disruptive. Some children have a diagnosed condition, such as autism, ADHD or an attachment disorder. Others have no diagnosis at all. We support every child according to their needs, not their label.

4. Before your child starts

  • Parents tell us about any SEND or medical needs on the booking form. When you register, you are welcome to talk to the lead instructor or a member of the TARKA team about your child’s needs.
  • Every child with SEND is welcome to try an initial trial class, so that we can get to know them and agree together how best to support them.
  • Parents are asked to share any information that will help us, such as strategies that work at home, nursery or school.

5. One-to-one support

  • If your child has one-to-one support at nursery or school, we ask that a suitably trained adult stays with them at TARKA sessions.
  • If, after getting to know your child, we feel they need one-to-one support to take part safely, we will talk to you about this. We may ask for a suitably trained adult to stay with them at sessions.
  • We will always look first at the reasonable adjustments we can make ourselves, and make each decision based on the individual child.

6. How we support children

  • We make reasonable adjustments, such as adapting activities, giving extra time, using visual cues, offering a quieter space, or allowing a comforter, so that disabled children are not at a disadvantage compared with other children.
  • We encourage every child to have a positive image of themselves.
  • Instructors share relevant information at the team briefing, so that every child is supported consistently.
  • We challenge any negative attitudes towards disability or difference from children, parents or instructors.
  • We keep in regular contact with parents about how their child is getting on.

7. Safeguarding

Children with SEND can be more vulnerable to abuse and may find it harder to tell someone. Instructors never assume that a sign of harm is simply part of a child’s condition, and report any concern to the DSL, as set out in our Safeguarding and Child Protection Policy.

Next update: September 2027