How we adapt the curriculum and learning environment for our children with SEND

All pupils follow the Early Years Foundation Stage/National Curriculum at a level and a pace that is appropriate to their abilities. We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers.  At Dunmore Primary School, our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

Examples of how we adapt our curriculum include;

• Changing the way activities are planned and delivered
• Matching activities to the ability / needs of each child (differentiation)
• Adapting learning materials such as equipment and activities to suit each child’s needs, for example, enlarged text
• Offer small group support to promote skills identified in the child’s Pupil Profile. For example, Lego therapy
• Including movement breaks for children who need them
• Providing visual timetables, prompt cards and other resources where needed

More details on how we adapt information, our environment and curriculum can be found in the Oxfordshire Ordinarily Available Toolkit.

SEND Ordinarily available toolkit (oxfordshire.gov.uk)

Individualised Provision

Children with an Education, Health and Care Plan (EHCP) get support that is personalised to them. Everything we do is linked to the specific outcomes and strategies in their plan. This means each child’s support looks different — it could include specialist teaching, adapted resources, small-group work, or help from other professionals. Staff work closely with the SENCO, parents, and specialists to review what’s working and make changes when needed. The aim is to make sure every child with an EHCP can learn, take part, and succeed alongside their peers.

A bespoke or highly individualised curriculum is provided only for a small number of pupils whose learning needs mean they are working significantly below the expectations of their year group, even with quality-first teaching and targeted interventions in place. For these pupils, the curriculum is carefully adapted to prioritise key developmental and functional skills, such as communication, independence, social interaction, and early literacy or numeracy concepts. Planning remains ambitious and sequential, ensuring that pupils continue to make progress from their individual starting points. These bespoke pathways are always developed in line with the outcomes in the child’s EHCP (where applicable) and are regularly reviewed to ensure that they remain purposeful, inclusive, and aspirational.