How do we teach pupils with SEN and additional needs?
In accordance with the SEN Code of Practice, the school uses a graduated approach when meeting the needs of children with SEND.
Quality First Teaching (Class Teacher input via excellent targeted classroom teaching).
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
For a child this would mean:
o That the teacher has the highest possible expectations for them and all pupils in their class.
o That all teaching is based on building on what the child already knows, can do and can understand.
o Different ways of teaching are in place so that the child is fully involved in learning in class. This may involve things like using more practical learning resources.
o Specific strategies (which may be suggested by the SENDCO or outside staff) are in place to support the child to learn.
o The child’s teacher will have carefully checked on the child’s progress and will have decided that the child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific Small Group Work.
This group, often called ‘intervention’ or ‘target groups’ by schools, may be run in the classroom or outside, run by a teacher or a teaching assistant.
Examples of small group interventions that we provide in school are;
o Communication and interaction; Time to Talk, Socially Speaking, Music Interaction, Lego Therapy, Friendship Circle, WELLCOMM
o Cognition and learning; Maths and literacy intervention groups, Read Write Inc. target groups, memory interventions
o Social, Emotional & Mental Health; Incredible Me, Mindfulness, drawing and talking, anxiety support
o Physical and/or sensory – Sensory breaks, Jump Ahead, Sensory Circuits
SEND Register
If the child’s class teacher has identified that the child may need extra support in school then they would be referred to the SENDCO, and possibly placed on the SEND register at SEN Support.
For the child this would mean:
o The meet with the class teacher, SENDCO and their Parents/Carers to agree some outcomes and what support they would need to work towards these.
o He/ She will engage in-group sessions with specific targets to help him/her to make more progress. A Teaching Assistant/Teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan.
o Outside Agencies such as Educational Psychologist or Speech and Language Therapy may become involved to provide advice and support.
Where a specialist professional is involved, they will work with the child to understand their needs and make recommendations, which may include:
o Making changes to the way the child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
o Support to set better targets which will include their specific expertise
o A group run by school staff under the guidance of the outside professional e.g. a social skills group
o A group or individual work with an outside professional
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Specified Individual support
This is usually provided via an Education, Health and Care Plan (EHCP). This means the child will have been identified as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.
Usually, the child will also need specialist support in school from a professional outside the school. This may be from outside agencies such as Inclusion Services, Physiotherapy, Speech and Language therapy (SALT).
For the child this would mean:
o The school or parent can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process, which sets out the amount of support that will be provided for the child and identifies whether the school requires additional funding to provide this support for the child.
o A decision may be made that an EHC Plan is required for the child. The EHC Plan will outline the objectives, provision and the range of extra funding that will be given to school to support the child.
o Any funding allocated will be used to provide support in order for the child to make progress. This could be in the form of an additional adult used to support the child with whole class learning, small group intervention or individual programmes. The funding may also be used to provide equipment/resources that the child may need to access the curriculum.
Quality First Teaching (Class Teacher input via excellent targeted classroom teaching).
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
For a child this would mean:
o That the teacher has the highest possible expectations for them and all pupils in their class.
o That all teaching is based on building on what the child already knows, can do and can understand.
o Different ways of teaching are in place so that the child is fully involved in learning in class. This may involve things like using more practical learning resources.
o Specific strategies (which may be suggested by the SENDCO or outside staff) are in place to support the child to learn.
o The child’s teacher will have carefully checked on the child’s progress and will have decided that the child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific Small Group Work.
This group, often called ‘intervention’ or ‘target groups’ by schools, may be run in the classroom or outside, run by a teacher or a teaching assistant.
Examples of small group interventions that we provide in school are;
o Communication and interaction; Time to Talk, Socially Speaking, Music Interaction, Lego Therapy, Friendship Circle, WELLCOMM
o Cognition and learning; Maths and literacy intervention groups, Read Write Inc. target groups, memory interventions
o Social, Emotional & Mental Health; Incredible Me, Mindfulness, drawing and talking, anxiety support
o Physical and/or sensory – Sensory breaks, Jump Ahead, Sensory Circuits
SEND Register
If the child’s class teacher has identified that the child may need extra support in school then they would be referred to the SENDCO, and possibly placed on the SEND register at SEN Support.
For the child this would mean:
o The meet with the class teacher, SENDCO and their Parents/Carers to agree some outcomes and what support they would need to work towards these.
o He/ She will engage in-group sessions with specific targets to help him/her to make more progress. A Teaching Assistant/Teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan.
o Outside Agencies such as Educational Psychologist or Speech and Language Therapy may become involved to provide advice and support.
Where a specialist professional is involved, they will work with the child to understand their needs and make recommendations, which may include:
o Making changes to the way the child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
o Support to set better targets which will include their specific expertise
o A group run by school staff under the guidance of the outside professional e.g. a social skills group
o A group or individual work with an outside professional
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Specified Individual support
This is usually provided via an Education, Health and Care Plan (EHCP). This means the child will have been identified as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.
Usually, the child will also need specialist support in school from a professional outside the school. This may be from outside agencies such as Inclusion Services, Physiotherapy, Speech and Language therapy (SALT).
For the child this would mean:
o The school or parent can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process, which sets out the amount of support that will be provided for the child and identifies whether the school requires additional funding to provide this support for the child.
o A decision may be made that an EHC Plan is required for the child. The EHC Plan will outline the objectives, provision and the range of extra funding that will be given to school to support the child.
o Any funding allocated will be used to provide support in order for the child to make progress. This could be in the form of an additional adult used to support the child with whole class learning, small group intervention or individual programmes. The funding may also be used to provide equipment/resources that the child may need to access the curriculum.
