Support for Special Educational Needs and Disabilities (SEND)

Any children whom we feel may require extra support to achieve their potential or remove any barriers to learning are quickly identified and appropriate support is implemented. Any extra support that is required is discussed with the child and their parents. External support services will usually see the child so that they can advise teachers on specific interventions, with new outcomes focused targets and strategies.  This will be implemented, where appropriate in the normal classroom setting. The school will endeavour to liaise with these professionals to ensure continuity of provision in school.

Support for children with physical needs:

Quality First Teaching

Gross Motor Skills interventions

Fine Motor Skills interventions

Specialist support from outside agencies e.g. Occupational Therapy

Support for children with speech, language and communication needs:

Quality First Teaching

Speech and Language interventions

Specialist support from outside agencies e.g. Speech and Language Therapy

Support for children with social, emotional and mental health difficulties:

Quality First Teaching

Pastoral Care

Zones of Regulation school (Whole school approach to teaching and supporting emotional literacy)

Nurture groups

Specialist support from outside agencies e.g. CAMHs.

Support for children with cognition and learning needs:

Quality First Teaching.

Differentiation in lessons and activities

Maths and English specific interventions.

Specialist support from outside agencies e.g. Educational Psychology Service.

Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child e.g. specific Literacy Difficulties, processing and memory challenges

Staff may use a range of teaching and learning styles.

A personalized and supportive curriculum.

A broad range of extra-curricular activities,

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.