How we adapt the curriculum and learning environment for children & young people with SEND

• Additional phonics interventions
• Precision Teaching – Reading and Spelling
• Bug Club (online resource)
• Additional 1:1 reading
• Handwriting interventions (as well as fine and gross motor interventions to support this)
• Over-teaching of specific skills
• Bespoke reading and writing interventions on an individual child basis
• Differentiated curriculum based on individualised targets
• Use of technology
• Small group teaching
• Additional support in lessons
• Future Steps (Occupational Therapy Service) handwriting / fine motor and letter formation programmes tailored to individuals / groups / classes
• Access to Spelling Shed (online resource)
• Write from the Start interventions
• EYFS / KS1 Access to Squiggle While You Wiggle and Squiggle Me Into A Writer

• Over-teaching of specific skills
• Bespoke maths interventions on an individual child basis
• Differentiated curriculum based on individualised targets
• 1:1 activities
• Small group teaching
• Additional support in lessons
• Precision teaching
• Access to Maths Shed (online resource)
• Access to Times Table Rock Stars (online resource)

• Future Steps (Occupational Therapy Service) in school.
• Information about the child or young person’s difficulties are shared with relevant staff, in partnership with parents.
• Individual targets agreed and monitored, following discussion with child / young person and parents, to share advice on successful strategies and set targets.
• Access to a portable writing aid or the use of ICT for recording.
• Access to assistive software.
• Adapted / modified equipment and teaching materials (e.g. spring-loaded scissors, pencil grips, wobble cushions, writing slopes).
• Provide a range of communication methods (digital camera, voice recorder, symbol cards).
• Use of visual supports.
• Development of organisational skills through back-chaining, checklists, and visual prompts.
• Access to specific motor skills programmes.
• Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks / settings and is not necessarily needed for learning.
• Daily Physical Development sessions in EYFS focusing on developing gross and fine motor skills.
• Small group teaching
• Additional support in lessons
• Future Steps (Occupational Therapy Service) handwriting / fine motor and letter formation programmes tailored to individuals / groups / classes
• Access to Spelling Shed (online resource)
• Write from the Start interventions
• EYFS / KS1 Access to Squiggle While You Wiggle and Squiggle Me Into A Writer

• Support / advice from SENCO.
• Makaton / PECS / Communication Boards.
• Lego Therapy / Time to Talk.
• Additional appropriately skilled adults routinely used to support flexible groupings.
• Access to targeted small group work with class teacher or TA.
• Access to intervention group work with class teacher or TA.
• School staff access to enhanced and specialist training including LA training regarding meeting the needs of pupils.
• Additional appropriately skilled adult (e.g. TA) for focused support during unstructured times e.g. lunchtime supervision / targeted extra- curriculum activities, supervision in the playground.
• Access to a quiet, distraction-free environment in which to deliver intervention groups.
• TA and class teacher to liaise with SALT as appropriate.
• Access to specific SALT sessions.
• Access to a SALSP who comes into school on a weekly basis to provide 1:1 / small group targeted sessions.
• All TAs have recently had training from SALSP on leading SALT interventions.

• Information about the child or young person’s difficulties are shared with relevant staff, in partnership with parents.
• Individual targets agreed and monitored, following discussion with child / young person and parents, to share advice on successful strategies and set targets.
• Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills.
• Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks / settings and is not necessarily needed for learning.
• Manage group dynamics enabling the pupil to have access to other pupils’ verbal / visual contributions.
• Provide a wide range of reading materials around a subject to facilitate inclusion.
• Provide opportunities for reading aloud at instructional level.
• ICT used to support with adapting / accessing specific content or materials.
• Seating arrangements considered.

• We consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and / or the Behaviour Support Team / EWEL (Emotional Wellbeing, Emotional Literacy) Team.
• School accesses the services of a specialist counsellor and children can be referred to the services for a range of needs. Staff can also seek support for children in their class.
• Staff have accessed Attachment Training delivered by Kate Cairns Associates.
• All staff have accessed training in the Zones of Regulation and children are encouraged to recognise how they are feeling at key points in the school day. There is a Zones of Regulation display in each classroom and the children place their pictures on which emotion they are feeling as they come into school. This allows staff to spend time 1:1 with children who might need some additional emotional support.
• Access to quiet, calm spaces within school. We have turned our corridor into a quiet / calm space which children can access if they need to.
• Access to sensory / brain breaks for children who need them.
• Positive relationships with trusted adults for children with SEMH difficulties.
• Individual Emotional Barometers for children who need work around the level of feelings.
• Future Steps have prepared whole class strategies to support SEMH within classes.

• The school has a policy regarding the administration and managing of medicines on the school site.
• Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day and appropriate forms must be completed by parents / carers and staff.
• On a day-to-day basis the Admin Staff generally oversee the administration of any medicines.
• As a staff, we have regular training and updates of conditions and medication affecting individual children so that all staff can manage medical situations.

• In many ways, the task faced by EAL children is the same as for all new children. They want to feel welcome, provided with support, begin to make friendships and building on their current levels of attainment and learning needs.
• Children will be provided with a range of visual support to develop understanding. Teachers will act as clear role models for language.
• Many children will come with a wealth of knowledge in their first language, and this should be built upon and developed.
• The child’s first language will be valued.
• Where appropriate support will be sought from EMTAS.
• Support from EAL team.

We use the following strategies:

• Have regular meetings and discussions with parents about what we have planned for their child and how to link this with interests and passions demonstrated at home.
• Where appropriate we consult directly with children in an age-appropriate manner (usually Key Stage 2 children if appropriate).
• Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning
• Involve children with SEND with planning their own activities and encouraging them to share what they would like to learn and participate with
• Extend any resources that they show a preference for
• Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.  As with all children with SEND, will be tracked on a termly basis using teacher assessment against individualised targets.