Inside CGA’s Approach to Supporting Students with Additional Needs

At Crimson Global Academy, we believe that education should be as individual as the learners themselves. That’s why we’ve built a school environment where students of all learning profiles can feel seen, supported, and empowered to succeed. From students with high learning potential to those with specific learning differences or social-emotional needs, our approach is rooted in personalisation, respect, and genuine care.

CGA's Inclusion Manager (SENCO), Jane Eagle, is responsible for ensuring that every learner at CGA receives the support they need. With 27 years of experience in inclusion, including 25 years as an inclusion lead—Jane brings a wealth of insight and compassion to her role.

We sat down with Jane, who shares how inclusion works in an online setting, what families can expect, and why more parents are choosing online learning for students with additional needs.

How we personalise support for students at CGA

Learners with diverse learning needs are identified through a combination of teacher observations, academic data, parental input, and any external assessments or diagnoses shared with the school. We also offer internal screening and informal assessments where needed to build a complete picture of a learner’s profile.

Once identified, a learner may be placed on our inclusion register and given an Individual Education Plan (IEP) outlining their needs, strengths, and recommended classroom strategies. These plans are shared with all relevant teachers and reviewed regularly to ensure they remain relevant and effective. Importantly, support is co-constructed with the learner and family where appropriate, ensuring that interventions are personalised and purposeful.

Those learners who have been identified as gifted and talented are offered opportunities to extend and enrich their learning in meaningful ways. This may include access to more challenging content, accelerated learning pathways, leadership opportunities, and tailored mentorship or extension projects. Teachers are encouraged to differentiate not just by support, but also by depth, encouraging critical thinking, creativity, and independence.

CGA is committed to ensuring that inclusion is not a compliance exercise. We prioritise meaningful engagement, measurable outcomes, and learner voice. Our team works closely with academic and pastoral staff to monitor progress, review interventions, and celebrate growth. Ongoing professional development for teachers ensures that inclusive practice is embedded across all subjects, and our flexible learning model means that support can be adapted in real time to meet changing needs.

Why ability-based placement works for diverse learners

At CGA, placing students by stage rather than chronological age allows for a truly personalised learning experience. This model recognises that learners progress at different rates and ensures that each learner is working at a level that appropriately challenges and supports them.

For learners with additional learning needs, this approach helps reduce frustration and disengagement by placing them in classes where content, pace, and expectations are more closely aligned with their current capabilities. For high-ability earners or those identified as gifted and talented, it allows for acceleration and deeper engagement with more complex material.

This approach is particularly effective in an online environment, where flexible groupings and individualised pathways can be more easily implemented. Ultimately, it fosters confidence, improves learning outcomes, and ensures that every student is on a pathway that reflects their unique strengths and areas for growth.

What kinds of individualised support can CGA offer for students with learning differences such as dyslexia, ADHD, or anxiety?

At CGA, we understand that learners with learning differences such as dyslexia, ASD, ADHD, or anxiety may require tailored approaches to help them thrive. Our online model allows for a high degree of flexibility and customisation, enabling us to meet each  learner’s unique needs in a responsive and compassionate way.

Examples of individualised support may include:

• Access arrangements such as extra time, rest breaks, or modified assessments
• Recorded lessons so students can review content at their own pace
• Flexible deadlines and extended timeframes for assignments when needed
• Use of assistive technology, such as text-to-speech tools or speech-to-text software
• Reduced subject load or adjusted timetables to help manage cognitive load and reduce stress
• Individual Education Plans (IEPs) developed in collaboration with learners and families
• Regular check-ins with the Inclusion Manager and/or a pastoral team
• Differentiated instruction within the virtual classroom to provide additional scaffolding or extension

Our goal is to remove barriers to learning, support emotional wellbeing, and ensure that all learners, regardless of their learning profile, can achieve success in an environment that recognises and values their individual strengths.

How we track progress for students with additional needs

At CGA,  progress for learners receiving additional support is monitored through a combination of academic data, teacher feedback, and regular reviews of the student’s Individual Education Plan (IEP).

Progress is tracked through:

• Regular reviews of IEPs to assess the effectiveness of strategies and accommodations
• Academic reporting cycles, with subject teachers providing formal feedback on performance and engagement
• Regular communication between the Inclusion Manager, pastoral team, teachers, learners, and families
• Pastoral check-ins or mentoring sessions to monitor emotional wellbeing and motivation

We believe that effective support is dynamic. If a learner is making excellent progress, strategies may be adjusted to foster greater independence. If challenges arise, the plan is revised to include additional scaffolding. This collaborative approach ensures students and families remain fully informed and involved every step of the way.

Why families are turning to online learning for SEND support

In recent years, more families in the UK and around the globe, with children who have Special Educational Needs and Disabilities (SEND) are turning to online learning as a more suitable and supportive alternative to traditional schooling. This shift is driven by several key factors:

Flexibility and Customisation

Online schools offer the ability to tailor learning to the learner’s pace, interests, and strengths. For many SEND learners, this flexibility helps reduce anxiety, build confidence, and create a more manageable learning experience.

Reduced Sensory and Social Pressures

Traditional environments can be overwhelming for learners with sensory sensitivities, autism, or anxiety. Online learning provides a calmer, more controlled setting for focus and wellbeing.

Individualised Support

Online schools like CGA offer bespoke support plans, access arrangements, and targeted pastoral care. Smaller class sizes and access to inclusion teams often result in more responsive support than in mainstream settings.

Consistency and Accessibility

For learners with medical needs and potential medical absence, recorded lessons and flexible timetables ensure continuity of learning.

Lack of Suitable Local Provision

Many families in the UK  face long waiting times for EHCPs or limited support in local schools. Online learning can provide a higher-quality alternative with embedded specialist support.

Greater Student Voice and Autonomy

Online platforms give learners more control over how they engage, helping to foster independence and important self-advocacy skills.

Our process for identifying and planning support

• Initial Enquiry and Application
  From the first point of contact, parents are encouraged to share any known or suspected needs. This helps the team prepare suitable support structures from the start.
• Meeting with the Inclusion Manager and/or Dean of School
  A supportive conversation where families can share their child’s background, interests, strengths, challenges and ask questions about CGA’s inclusive practices.
• Sharing Psychology, Medical, or Specialist Reports
  Families are invited to provide educational assessments, diagnoses, therapy reports, and any previous IEPs. This forms a strong foundation for personalised planning.
• Internal Review and Support Planning
  The Inclusion Manager reviews all information, liaises with teachers, and develops an Individual Education Plan (IEP) where appropriate. A trial support period may be used to clarify needs.
• Ongoing Monitoring and Communication
  Progress is continually tracked through teacher feedback, data, and regular plan reviews. Support is adjusted based on what works and families are included at every step.
• Inclusion at Every Stage
  Inclusion at CGA means ensuring your child feels seen, heard, and understood. We work in partnership with families to create an empowering learning experience.

Tip: Don’t hesitate to share relevant background — even if it’s informal or still under investigation.

Please note: All documentation is handled confidentially and will never be shared without consent. 

Deciding if online learning is the right fit for your child

Choosing the right learning environment for a child with additional needs is one of the most important decisions a parent can make. At CGA, we know that the flexibility, structure, and personalisation of online learning can offer a powerful alternative, but it must be the right fit.

Signs online learning could be a great fit:

• Your child finds traditional classrooms overwhelming due to sensory or social challenges
• They thrive with structure and enjoy independent, goal-based learning
• They require flexibility for medical or mental health reasons
• They benefit from personalised pacing—either accelerated or slowed

Questions to ask before deciding:

• How is individualised support delivered?
  Ask about learning plans, accommodations, and how support is adapted in real time.
• What is the process for identifying and monitoring additional needs?
  Explore how the school collaborates with families, uses diagnostic reports, and tracks progress.
• How are social needs supported in a digital space?
  Look for clubs, community events, and real-world connection opportunities.

Considerations unique to your child:

• How much supervision they’ll need at home
• Whether they enjoy online interaction
• Their ability to manage distractions
• Whether group or one-on-one learning suits them best
• How flexible their schedule needs to be for health or therapy

If you’re considering an online learning environment for your child, especially one that understands and supports individual learning profiles, we’d love to speak with you.

Speak to an Academic Advisor to explore how CGA can meet your family’s needs.