Support for children with physical and sensory needs:
- Quality First Teaching, accessing a broad and balanced curriculum where barriers to inclusion are removed.
- Targeted children receive regular gross and fine motor interventions with daily activities taking place in our EYFS for all children.
- Sensory toys and aids available in school such as ‘chew buddies’, ear defenders, weighted vests and gym balls.
- Children allowed and encouraged to have sensory/movement breaks when needed.
- Specialist group support from outside agencies e.g. Occupational Therapy, Physiotherapy, Future Steps, Specialist Nursing staff from NHS.
- Adaptations made to cater for children who are sensitive to noise, such as early dinner arrangements, quiet work area, the use of ear-defenders and sensory items in the class ‘calm box’.
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.
- 1:1 interventions delivered in school from SALT team.
- ‘Time to Talk’ weekly programme run by member of staff to help develop social communication and interaction skills.
- Three members of staff are trained in delivering Lego Therapy and groups take place weekly. Our EYFS teacher is trained in ELKLAN.
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.
- We have recently introduced ‘Zones of Regulation’ to use with all children from year 2 upwards with a ‘worry box’ in each classroom.
- Weekly sessions available in school from the school counsellor.
- One member of staff trained in Therapeutic story writing and weekly groups take place.
- SENDCo has completed level 2 counselling training.
- Specialist group support from outside agencies e.g. CAMHs, EWEL team.
- School operates a ‘Buddy’ system for learning and social activities. Younger children supported by older children.
- The school is part of ‘Educate and Celebrate’ to help celebrate diversity, equal value and respect for all people.
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 working memory difficulties and mild learning difficulties such as Precision Teaching and Lexia.
- Specialist group support from outside agencies e.g. Educational Psychology Service
- Differentiated materials.
- Our teaching assistants are not solely assigned to a classroom but support and undertake interventions for children with SEND throughout school where needed.
Staff undergo regular training and CPD 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 SEND 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 shared training provided by the Community of Learning.
The school’s SENDCO regularly attends the Local Authority’s SENDCO Network Meeting and local COL meetings to share good practice and 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.
