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. Teaching
- Movement sessions provided by our PE coach specially designed to match the needs of individual children. Working on gross motor skills
- Regular fine motor activities take place in the EYFS and with identified children in our Nurture Room.
- Staff trained in hoisting, manual handling and catheterisation.
- 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.
- Mrs Smith is trained in using PECS to support children who are non-verbal.
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.
- Weekly sessions available in school from the school counsellor.
- Three members of staff trained in Therapeutic Story Writing and groups regularly take place.
- Staff trained in delivery of the ‘Getting Along’ programme to support social development- 2 groups take place weekly.
- Specialist group support from outside agencies e.g. CAMHS Mentoring and Counselling.
- School operates a ‘Buddy’ system for learning and social activities. Younger children supported by older children.
- The school has ‘Rainbow Flag’ ambassadors to tackle HBT bullying and support children with identity and sexuality.
- The Nurture Room is used effectively to support children that need additional emotional and social support.
- Staff completed a ‘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 (Dynamo Maths, IDL)
- Specialist group support from outside agencies e.g. Educational Psychology Service
- Differentiated materials.
- Each class has a teacher and teaching assistant to support children. Children can also access our Nurture Room for support with learning in smaller groups.
- The Nurture Room allows 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.
