How we adapt the curriculum and learning environment for children & young people with SEN

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 reassessed regularly in order to ensure that the provision is suitable and supports every child’s development.

There are different levels of support offered and each type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. These levels can be explained as a graduated approach.

Quality First Teaching and Initial Interventions

This is about what should be on offer for all children: the effective inclusion of all pupils in high-quality everyday personalised teaching. This could include:

  • Differentiated and personalised work to meet pupils’ needs
  • High expectations which inspire, motivate and challenge pupils
  • Adapting teaching to respond to the strengths and needs of all pupils
  • Behaviour managed effectively to ensure a good and safe learning environment which promotes progress
  • Deploying support staff effectively.

Where children need additional support they may be given some intervention to help them ‘Catch Up’ with their peers or prevent a gap from appearing. These interventions are often targeted at a group of pupils with similar needs. Intervention programmes such as The Power of Two, Power Maths Catch Ups, Lexia or additional Times Table Rockstar time would be would be regarded as Quality First Teaching interventions. Additionally, if a child requires any support for social engagement or emotional guidance, we have specific interventions tailored to these needs.

SEND Support/Interventions

  • If pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, with support from the SENCO, should assess whether a pupil has a significant learning difficulty, which may require highly- tailored interventions. This may include specialist or one to one provision.
  • Children will be issued with an individual SEND Support Plan which will be discussed and agreed with parents and reviewed regularly.

Current interventions include:

  • Daily Reading groups
  • Spelling interventions
  • Lexia groups (reading intervention)
  • IDL Programme
  • Times Table Rockstars (additional time)
  • 1-1 and small group work with Teaching Assistants (phonics & number)
  • Read, Write, Inc. Fresh Start
  • Power of 2 (basic skills)
  • Toe by Toe (basic skills)
  • Therapeutic Writing
  • Drawing and Talking Therapy
  • Relax Kids
  • Hyperactivity
  • Sensory breaks and activities
  • Friendship Matters
  • Friendship Formula
  • Getting Along
  • Lego Therapy
  • Speech and Language Therapy groups
  • Socially Speaking
  • Time to Talk
  • Social Stories
  • Booster literacy & maths groups (KS2)
  • Rainbows (pastoral care for children who are struggling with bereavement, grief or separation)

Children that are receiving additional support and who are involved in 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.

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.