Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. Some children, at some time in their school life might have additional or different needs and it may be that they will be on our SEN register for a short period or a long period of time. However, children’s needs will be reassessed regularly in order to ensure that the provision is suitable and supports every child’s development.
Our SENCO oversees all SEN provision, different approaches to teaching and monitors progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. This is Quality First Teaching and is where the work is highly differentiated and suits the needs of all children, it comes in the form of a lesson rather than an intervention programme. Alongside Quality First Teaching, that your child will receive in lessons, there may be a Teaching Assistant (TA) working with your child, either individually or as part of a group, if this is seen as necessary by the class teacher. Children may be taken out of the classroom for additional teaching sessions or targeted intervention.
To successfully match pupil ability to the curriculum and learning environment there are some actions and adaptations we may take to achieve this:
- A range of teaching and learning styles, included within the quality teaching children receive in their class.
- Differentiated learning materials and activities which may include things like visual prompts, scaffolded answers, visual timetables, fidget toys, calm trays etc
- Access to ICT and Technology.
- Adaptations to the learning environment to make it more accessible e.g. use of wobble cushions, individual work stations, calm area including beanbags, nurture room
- Additional support in class
- Additional support out of class, including targeted interventions
- Flexible groupings – including small group support work.
- An innovative and supportive curriculum.
- The appropriate use of rewards and sanctions.
- Assessment procedures that emphasise pupils’ strengths and achievements, and targets that are personalised for pupils with SEND
- Applications during national testing at Key Stage 1, Key Stage 2 and Year 1 phonics testing and Y4 multiplication check to obtain access arrangements and additional time as appropriate.
- Access to specialist advice and guidance through referral processes, which can include specialist provision
- Inclusion in many enrichment and enjoyment activities e.g. Visitor workshops, trips etc
Children that are receiving additional support and intervention programmes have a Support Plan. These are reviewed termly and shared with parents. We use a 1-page profile for those children we feel would benefit from this format and work alongside the children to complete these. These are then shared with all staff that may be working in that classroom and on Edukey for all staff to see. This ensures that all staff are aware of and sensitive to the individual needs of each child and provides a consistent approach.
More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you ca find in the School Policies section of our website.
