All pupils are entitled to a broad, balanced and relevant curriculum. With guidance from the SENCo, teachers and support staff adapt learning to meet pupils’ individual needs and abilities. A range of strategies, including the use of ICT, are used to develop knowledge, understanding and skills. Where necessary, resources are adapted and additional support is provided to ensure pupils with SEND can access learning and assessment.
The school and SENCo regularly review provision for pupils with SEND, including classroom organisation, teaching approaches, resources and tasks, to identify improvements. Support is tailored to individual needs and may include in-class support, small group work or individual interventions. Withdrawal sessions are used when appropriate to address specific academic, behavioural or emotional needs and are carefully timetabled in consultation with class teachers to minimise disruption to the curriculum.
The school also provides a wide range of additional activities. These include a range of musical, creative and sporting activities/clubs etc. Pupils with SEND are actively encouraged and supported to join in and benefit from these activities.
Quality First Teaching
Most children and young people will have their special educational needs met through good classroom practice. This is called Quality First Teaching (QFT).
This will include:
- Using the Adaptive Teaching approach
- Changing the way lessons are planned and delivered
- Matching activities to the ability / need of your child
- Adapting learning materials such as worksheets, books and activities to suit your child’s needs
- Targeted adult support in class
- Small group support
A child may require SEND Support if high-quality teaching and targeted interventions are not sufficient to address their individual barriers to learning.
The SENCO works in partnership with class teachers to oversee SEND provision, support varied teaching approaches and monitor the progress of pupils requiring additional support across the school, ensuring appropriate provision is in place. The SENCO advises staff on effective strategies, arranges additional training where needed and liaises with external professionals. Pupils’ needs are reviewed regularly to ensure provision remains appropriate and supports their ongoing development.
The provision for pupils with SEND across the four Broad Areas of Need may include some of the following interventions:
Support for children with physical needs:
- Quality First Teaching, accessing a broad and balanced curriculum
- Gross Motor Skills interventions
- Fine Motor Skills interventions
- Specialist support from outside agencies e.g. Occupational Therapy
- Specific physical therapy planned for by specialists
Support for children with speech, language and communication needs:
- Quality First Teaching, accessing a broad and balanced curriculum
- Daily Speech and Language interventions
- Specialist group support from outside agencies e.g. Speech and Language Therapy
Support for children with social, emotional and mental health difficulties:
- Quality First Teaching, accessing a broad and balanced curriculum
- Participation in the Thrive programme
- Specialist support from outside agencies e.g. CAMHs and EWEL team
- Counselling
Support for children with cognition and learning needs:
- Quality First Teaching, accessing a broad and balanced curriculum
- Maths and English specific interventions
- Specialist support from outside agencies e.g. Educational Psychology Service
- Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child e.g. Dyslexia, Dyspraxia
- Range of teaching and learning styles
- A broad range of extra-curricular activities, including After-School
- Spelling intervention
- Precision teaching
Pupils with SEND have a Support Plan, which is reviewed termly with parents to discuss progress and provision. The effectiveness of support and interventions, and their impact on progress, are regularly evaluated. The class teacher, in collaboration with the SENCo, adapts the support in response to the pupil’s progress. If a pupil does not make expected progress over time, the school will consider seeking advice from external specialists.