We adapt the curriculum and learning environment for pupils with SEN:
Support for children with physical and sensory needs:
- Quality First Teaching, accessing a broad and balanced curriculum where barriers to inclusion are removed.
- Regular fine and gross motor activities take place in the EYFS and with identified children via interventions for each class.
- Regular sensory groups in our Nurture Room where sensory toys are available.
- Children allowed and encouraged to have ‘sensory breaks’ when needed.
- Specialist group support from outside agencies e.g. Occupational Therapy, Physiotherapy, Specialist Nursing Staff from NHS.
Support for children with speech, language and communication needs:
- Quality First Teaching, accessing a broad and balanced curriculum where barriers to inclusion are removed.
- Daily Speech and Language interventions following advice from SALT team.
- Staff are trained in Makaton for communication needs. A parental training course is due to be offered to parents/carers.
Support for children with social, emotional and mental health difficulties:
- Quality First Teaching, accessing a broad and balanced curriculum where barriers to inclusion are removed.
- Specialist group support from outside agencies e.g. CAMHS Mentoring, Mental Health Nurse and Counselling Service.
- The Mandy Room is used effectively to support children that need additional emotional and social support.
- Senior leaders have completed an ‘Understanding Children and Young People’s Mental Health’ course, which was provided by ‘Learning Curve’.
Support for children with cognition and learning needs:
- Quality First Teaching, accessing a broad and balanced curriculum where barriers to inclusion are removed. Work differentiated and matched to the needs of the children.
- Maths and English specific interventions to support Dyscalculia and Dyslexia.
- Specialist group support from outside agencies e.g. Educational Psychology Service
- Differentiated materials.
- Specific programmes to support cognition and learning needs e.g. Lexia, Freckle and Clicker8.
- Each class has a teacher and teaching assistant to support children. Children can also access small group interventions for support with learning.
- Intervention groups allow children to learn in a way that best suits their needs, e.g. in a practical and physical way or in a space which is quieter than the classroom.
Staff undergo regular training throughout the year and this is systematically fed back to staff and practitioners through weekly staff meetings. All teaching and support staff are given opportunities to improve their practice and develop their understanding of SEN issues through a comprehensive system of staff training. Staff training is driven by the particular needs of our children and this helps us to meet them as fully as possible.
Some training is carried out within school during staff meetings and Professional Development Days and other training is external. The school also accesses training provided by the Community of Learning.
The school’s SENCO regularly attends the Local Authority’s SENCO Network Meeting to keep up to date with local and national updates in SEND.
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.
