Supporting Students with Special Educational Needs

Pupils with Special Educational Needs (SEN) are initially assessed by the school's Special Educational Needs Coordinator (SENCo). Following assessment, the Learning Support Team works closely with teachers and parents to identify each child's individual needs and determine the most appropriate support.

Support is tailored to the individual and may range from providing teachers with strategies and classroom adaptations to targeted interventions or additional learning support where required. Where it is considered beneficial, and in consultation with parents, the school may also involve the services of an Educational Psychologist to carry out further assessments and provide specialist recommendations to support a child's learning and development.

Our aim is always to enable pupils to become confident, independent learners who can participate fully in school life.

Our dedicated Special Educational Needs Coordinators work across EYFS, Primary and Secondary to ensure that pupils receive the individual support they need. Working closely with teachers, families and the wider Learning Support Team, they help create an inclusive environment in which every child can thrive.

Ian Edwards

EYFS & Primary SENCo

Ian is Morna International College's EYFS and Primary Special Educational Needs Coordinator (SENCo), bringing a wealth of experience in education, learning support and inclusive practice. A UK-qualified teacher, postgraduate-qualified SENCo and specialist assessor, Ian has worked in teaching, learning support and school leadership roles.

Passionate about inclusion, Ian believes that every child deserves to feel understood, valued and successful at school. His approach is warm, collaborative and strengths-focused, recognising that children learn, develop and experience the world in different ways.

Working closely with teachers, families and external professionals, Ian focuses on early identification of needs, removing barriers to learning and developing practical, personalised approaches that build confidence, independence and resilience. He is particularly passionate about helping children recognise their strengths, develop the skills they need to thrive and celebrate what makes them unique.

At the heart of his philosophy is a simple belief: “Inclusion is not just a goal, but a mindset. It begins with understanding, grows through opportunity and succeeds when every child feels they belong.”

Sotiria Vlahodimou

Assistant Head of Secondary – Behaviour & Culture / Secondary SENCo

Sotiria joined Morna International College in September 2026 as Assistant Head of Secondary – Behaviour & Culture and Secondary SENCo, bringing extensive experience in special education, inclusion and school leadership.

Sotiria began her professional journey studying Medical Microbiology at the University of Surrey, later gaining an MSc and Postgraduate Diploma whilst working in the pharmaceutical industry. Following a successful career in paediatric vaccines, she pursued her passion for education, gaining a PGCE from the University of Chichester.

Her commitment to inclusion is deeply personal. Having been told during her own school years that she was not academic enough and was not particularly good at languages, Sotiria understands the lasting impact that limiting expectations can have on young people. This experience shaped her belief that every child deserves to feel valued, supported and empowered to achieve their potential, regardless of the barriers they may face.

Sotiria began her teaching career at an outstanding specialist SEN school in the UK, where she developed her inclusive teaching approach and gained her SENCo (NASENCo) and specialist dyslexia teaching qualifications. She subsequently spent ten years at an independent specialist SEN school, progressing from Assistant SENCo to Headteacher. She completed her National Professional Qualification for Headship (NPQH) in 2021 and successfully led the school through two rounds of ISI inspections.

At Morna, Sotiria is passionate about creating an inclusive school culture where positive relationships, high expectations and a strong sense of belonging enable every student to thrive. She is particularly committed to ensuring that differences are celebrated, barriers to learning are removed and young people develop the confidence to believe in themselves and pursue their ambitions. She is excited to bring this philosophy to Morna's international, multilingual community.

• Value every member of our community as an individual with unique strengths, abilities and needs.
• Provide a safe, stimulating and inclusive learning environment where every child feels valued and encouraged to reach their full potential.
• Strive for maximum inclusion by supporting pupils within the classroom wherever possible whilst meeting their individual needs.
• Ensure teachers provide differentiated learning opportunities and appropriate resources so that all pupils can successfully access the curriculum.
• Work collaboratively with parents and, where appropriate, external professionals to ensure the best possible outcomes for every child.

Where concerns about a pupil's learning are identified, the SENCo will work with teachers and parents to assess the child's needs and determine the most appropriate level of support.

If a pupil is identified as having Special Educational Needs, parents will be involved throughout the process. Together, we will discuss the child's strengths, areas of need and the strategies that will be put in place to support their progress. Where appropriate, referrals may be made to an Educational Psychologist or other specialist professionals to gain further advice and recommendations.

Some pupils require a higher level of support than can be provided through our existing Learning Support provision. In these circumstances, a dedicated one-to-one Learning Support Assistant may be recommended. This additional provision is arranged in consultation with parents and is chargeable in accordance with the school's Finance Policy.

The progress of pupils receiving Learning Support is monitored regularly to ensure the support provided remains effective.

Members of the Learning Support Team and class teachers work together to review progress, adapt strategies where necessary and ensure pupils continue to make positive progress both academically and personally.

Individual Pupil Passports are created, reviewed and updated regularly to reflect each child's current needs, strengths and targets. Parents are kept informed of their child's progress through meetings and ongoing communication with the school.