How will the teaching be adapted for my child with SEND and what types of support is available?
High quality first teaching ensures that all pupils' needs are catered for when lessons are planned.
This means that:
- Teachers have high expectations of all pupils.
- Differentiation (matching the task to the child's ability) is used to ensure all children are involved in their learning. (They might have practical equipment to support them.)
- When planning lessons, class teachers take into account the particular needs of children and what a child already knows to ensure that they make progress.
- Additional adults are used effectively to support pupils within the classroom.
- Specific resources and strategies may be used to support a child so they can participate in all activities within the school.
- Specialist equipment may be used e.g. sloping table top.
In addition your child may be part of one (or more) of the following regular interventions:
- Withdrawal in small groups for catch up literacy and numeracy programmes led by a full time Interventions teacher or trained classroom assistant.
- Small catch up group for EYFS children identified as needing extra support (lead by a nursery nurse).
- EAL language support e.g. Switch On programme, teaching children English as an additional language
- EAL language support – Higher level of English
- Project X Code
- First class at number
- Phonics support
- Social skills group
- Direct Intervention
- Intensive interaction
- Mentoring for vulnerable pupils
- Established strategies and programmes for specific learning needs e.g. Picture Exchange Communication System (PECS), Social Stories etc.
- Children may have an Individual Education Plan (IEP) which sets clear targets and is reviewed at least termly.
- Specialist Speech Therapy assistant employed by the school for one day a week.
- Thrive intervention.
These interventions may differ during the school year. The school's SEND Panel regularly reviews the success of interventions and changes them as needed. Other interventions are implemented as necessary according to the needs of groups/individuals. If your child takes part in any of these interventions, their progress will be discussed with you at review meetings and/or parent consultation evenings.
We also follow programmes devised by outside agencies:
- Speech and Language programmes delivered by a trained Speech and Language therapist reviewed by the external Speech and Language Therapist annually.
If a child is already receiving support from an Occupational Therapist or Physiotherapists a school programme may be put in place.