We adapt the curriculum and learning environment for pupils with SEN:

Children learn and develop in different ways and at different rates and may need extra help and support at various points during their school career.  Some children, at some point 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 longer 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.

Miss Wilkinson and Mrs Smith, work alongside Class Teachers to oversee all SEN provision, different approaches to teaching and monitor the progress of any child requiring additional support across the school.  The Class Teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.  This is Quality First Teaching and is where work is highly differentiated to suit the specific needs of the children and comes in the form of a whole class lesson rather than an intervention programme.  Alongside Quality First Teaching that your child will receive in lessons there may be a support TA working with your child, either individually or as part of a group, if this is seen as of benefit by the Class Teacher.  This means that children could be taken out of the classroom for these sessions but they will continue to work on the same areas as the rest of the children in their class which ensures that they can go back into the classroom with a smooth transition and sound understanding of concepts.

To successfully match pupil ability to the curriculum and learning environment there are some actions and adaptations we may take to achieve this:

• Ensure that all pupils have access to the school curriculum and school activities, visits etc.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• Ensure that teaching staff are aware and sensitive to the needs of all pupils, teaching pupils in a way that is most appropriate to their needs.
• Pupils will grow in confidence and improve their self-esteem.
• To work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
• To make sure that children with SEN are fully included in all activities in school in order to promote the highest levels of achievement.
• To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
• To ensure every child has a sense of achievement.
• To regularly review the policy and practice in order to achieve best practise.

The provision for pupils with SEN across the four Broad Areas of Need may include some of the following interventions;

Communication and interaction

Speech and Language interventions include a range of programmes such as Speech and Language Link, Lego Therapy and Time to Talk.  In addition to this we will deliver specific programmes and strategies suggested by Speech and Language Therapists where relevant.

Cognition and Learning

The Power of 2, Toe by Toe, The Hornet Literacy Primer, Write from the Start, Frostig, manipulatives, daily phonics intervention, Oxford Owl Spelling, 1:1 and guided reading are all examples of interventions used in school to support children’s learning.  In addition to this we will also use intervention programmes to work on skills such as Working Memory, Visual Perception and Visual Discrimination.  We also work with County Durham Cognition and Learning Team and make referrals to them when we need additional assessment, advice  and support.

Social, Emotional and Mental Health Difficulties

Interventions such as Talkabout, Time to Talk, The Incredible 5 Point Scale and Relax Kids are all used within school to support children with difficulties in these areas.  We take a whole school approach to mental health and work with children to help them to understand their feelings and emotions and the effects that they can have on physical health.  Where appropriate we can seek specialist advice e.g. CAMHS to support with strategies and interventions.  More recently we have taken part in the Durham Resilience Project and have been selected to be a part of the Trailblazers initiative.

Sensory and/or Physical Difficulties

Gross Motor interventions include the Durham County Council Programmes Move It! The Early Years Movement programme and Hoopstarz.  Fine Motor Programmes include; Pegs to paper, Write from the Start and Speed Up!

Some children who receive additional intervention will have a Support Plan which will detail the intervention they are to receive over a period of time before progress is reviewed.  Parents are an integral part of the process and will be invited to meet with Staff every term to discuss this.  Where appropriate children are also welcome to join meetings if they wish, or to discuss their progress with a teacher or familiar adult.

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.

How are the Governors involved and what is their responsibility?

Governors are kept up to date on the progress of SEN children. Individual children are not named in this instance and confidentiality is maintained at all times. One of the Governors (Mrs P Nelson) is responsible for SEN and they liaise with the Head Teacher and SENCO, they also discuss the funding arrangements of staff and resources for SEND children. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.