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1. What kinds of Special Educational Needs does the school make provision for ? What type of provision does the school make and how do they know it works ?

 

In our school we make provision for pupils who have any of the needs in the table below.  We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. The support in this table acts as a guide but the things we do may vary and actual support will be based on the specific needs of each pupil.

All children in school have support within lessons through differentiation and quality first teaching strategies.  This means that activities are planned according to the level the child or young person is working at.  This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support. 

 

Types of need and what that could look like

Examples of support available in our school

  How we check it is working.

Cognition and Learning

 

 

Children and young people who find learning, thinking and understanding harder than most other pupils.

Some of the things children with these difficulties might find difficult are:

  • Taking longer to learn important skills
  • Finding it difficult to remember things such as the  important words for reading and times tables
  • Finding it hard to understand how to use letter sounds to read and spell words
  • Needing more time to think about their answers

 

  • Teachers change what they are teaching or the way they are teaching to help the child  learn more with the rest of the class
  • Extra support can be given in a small group by an adult to help the child learn the things they are finding difficult
  • Extra support can be given to the child by an adult for short time during the day to support them learn skills
  • Individual targets set to help show what the child needs help with
  • Access to specialist support from a teacher or other professional
  • Specific programmes/interventions to support learning

 

  • Look at the targets set to see if the child has achieved them
  • Talk to adults who have worked with the child
  • Talk to parents
  • Talk to the child
  • Use the school tracking system to see how much progress the child has made
  • Have meetings with other staff in school to talk about how the child is learning
  • Ask for other professionals to work with the child to check the progress being made
  •  

Communication and Interaction

 

Children who find it difficult with interacting with the people and world around them.

 

Some of the things children and young people with these difficulties might find difficult are:

 

  • Talking to other adults and or children, especially when in a group
  • Talking about a topic they haven’t chosen to talk about
  • Making friends or keep friend for a long time
  • Following rules made by someone else
  • Dealing with changes in the way they usually do things
  • Dealing with noises, smells or other sensations around them
  • Saying the things they are thinking
  • Understand what other people mean when they are talking

 

 

  • Teachers change what they are teaching or the way they are teaching  to help the child learn more with the rest of the class
  • Use support programmes especially made to help the child to build communication and interaction skills
  • Use things in the classroom to help the child understand or deal with things that are happening (for example visual timetables, task boards, social stories)
  • Get advice from professionals and specialist staff trained in school to give advice to adults working with the child
  • Delivery of language programmes

 

 

  • Observations of the child to see if they are communicating or interacting differently
  • Look at the targets set to see if the child has achieved them
  • Talk to adults who have worked with the child
  • Talk to parents
  • Talk to the child

 

Social, emotional and mental health difficulties

 

Children who find it difficult to manage their emotions and behaviour in a way that affects their daily life.

 

Some of the things children with these difficulties might find difficult are:

 

  • Following rules set by others
  • Sitting still for very long
  • Listening to and follow instructions
  • Understanding how they are feeling
  • Making friends
  • Dealing with their difficulties in a way that does not cause harm to themselves or others
  • Taking responsibility for the things they do

 

 

  • Get advice from professionals and specialist staff trained in school to give advice to adults working with the child
  • Extra support can be given in a small group by an adult to help the child learn about how to help themselves
  • Extra support can be given to the child by an adult for short time during the day to let them talk about the things that upset them
  • Individual targets set to help show what the child needs help with
  • Use of different strategies eg. reward charts, breaking down tasks/instructions

 

 

  • Observations of the child to see if they are coping better in school.
  • Talk to adults who have worked with the child
  • Talk to parents
  • Talk to the child

 

Sensory and/or physical needs

 

Children  who have a disability that may make it difficult for them to manage their everyday life without changes or support

 

This may be because of hearing or visual difficulties, physical disabilities or other medical needs.

 

Some of the things children with these difficulties might find difficult are:

 

  • Hearing what others in the classroom or school setting are saying
  • Reading words on books, worksheets or whiteboards that are not made bigger or changed to help them
  • Moving around without the aid of a walking aid or wheelchair
  • Using pencils, scissors, knives and forks and other things that we need to use without changes or support
  • Taking medication without adults helping them

 

 

  • Professional advice from specialist staff
  • Physiotherapy
  • Support from outreach services such as the hearing or visual impairment or physical disability  teams
  • Specialist equipment
  • Motor groups
  • Adaptations to the school environment where possible
  • Use of a management plan to specify areas and  levels of need and support

 

  • Monitoring that the child has full access to a broad and varied curriculum
  • Observations of the child within the school environment
  • Talk to adults who have worked with the child
  • Talk to parents
  • Talk to the child
  • Evaluating impact of management plan

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