We adapt the curriculum and learning environment for pupils with SEN:
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 frequently reassessed regularly in order to ensure that the provision is suitable and supports every child’s development.
Our SENCO, working alongside class teachers, 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 Higher Level Teaching Assistant (HLTA) or 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. This means that children may be taken out of the classroom for these sessions but they will continue to work on the same areas as the rest of the children in their class which ensures that they can go back into the classroom with a smooth transition. The regularity of these sessions will be explained to parents when the support starts.
The support they (Teaching Assistants) provide for children with SEND is effective as they reinforce essential vocabulary or help to explain new vocabulary being used in lessons. (Ofsted 8-9 May 2019)
To successfully match pupil ability to the curriculum and learning environment there are some actions and adaptations we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEN to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEN are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
The provision for pupils with SEN across the four Broad Areas Of Need may include some of the following interventions;
Communication and interaction – Speech and language programmes such as Speech and Language Link, Lego Therapy and delivering individual programmes from the Speech and Language Therapy Service.
Cognition and learning – Additional Mathematics materials are used in lessons and as interventions. Additional phonics intervention, Toe-by-Toe, Accelerated Reading, and guided reading and writing, spelling and times tables support are used in lessons and as interventions. We also work with the County Durham Cognition and Learning Team.
Social, Emotional and Health Difficulties – We have introduced a scheme of work to support all children to understand how they and others feel. A range of books are used to support these lessons. For example My Book Full of Feelings helps pupils to understand various emotions that they and others might fee. We employ the services of a Counsellor to support children who are experiencing difficulties.
Sensory and/or Physical Difficulties – For Gross Motor Skills interventions we use the Wiggle While you Squiggle and Dough Disco. A Teaching Assistant (TA) delivers interventions for individual children who have programmes provided by the OT service.
Children that are receiving additional support and intervention programmes have a Support Plan. Parents are invited into school to review and discuss support and progress with staff every term. The children also meet with their teacher and discuss their support plan and are asked what they feel helps them to make progress.
The most appropriate support for individuals is planned and put into place. Support plans are precise and actions are detailed. (Ofsted 8-9 May 2019)
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.