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What kinds of Special Educational Needs does the school make provision for?

What kinds of Special Educational Needs does the school make provision for?

 

What kind of provision does the school make and how do you 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 needs in more than one of these areas and we will always do our very best to meet these 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 adaptations including changes to the physical environment, changes to teaching styles as well as levels of adult support. You can find more info on our quality first teaching here.

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 more challenging than most other pupils.

 

These children and young people might:

·         Take longer to learn important skills

·         Find it difficult to remember things such as the important words for reading and the times tables.

·         Find it hard to understand how to use letter sounds to read and spell words

·         Need more time to think about their answers

 

 

·         Quality first teaching including wave 1 and wave 2 interventions

·         Teachers change what they are teaching or/and the way they teach to help the child or young person learn with the rest of the class.

·         Extra support could be given in a small group by an adult to help the child or young person learn the things they are finding difficult

·         Extra support could be given to the child by an adult for a short time during the day to support them in learning key skills.

·         Personalised outcome focused targets decided upon so that progress can be measured.

·         A one page personalised profile created for the child so that all adults know how they learn best and what teaching and learning styles work well for them in the classroom.

·         Termly action plans if appropriate.

·         Access to specialist support from a teacher, or other professional.

·         We use our school tracking system to assess progress.

·         We assess progress against the personalised outcome focused targets set as part of the young person’s action plan.

·         Talk to the child or young person

·         Talk to parent

·         Talk to adults who have worked with the child or young person

·         Hold meetings to discuss the progress of the child or young person.

·         Ask for other professionals to work with the child or young person to check the progress being made.

Communication and Interaction

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

 

These children and young people might find some of the following challenging

·         Talking to other adults and or children and young people, 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

·          

·         Quality first teaching including wave 1 and wave 2 interventions

·         Teachers change what they are teaching or/and the way they are teaching to help the child or young people learn more with the rest of the class

·         Use support programmes especially made to help the child or young person to build communication and interaction skills

·         Use things in the classroom to help the child or young person 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 or young people

 

·         Observations of the child or young person to see if they are communicating or interacting differently

·         We assess progress against the personalised outcome focused targets set as part of the young person’s action plan.

·         Talk to the child or young person

·         Talk to parent

·         Talk to adults who have worked with the child or young person

·         Hold meetings to discuss the progress of the child or young person.

·         Ask for other professionals to work with the child or young person to check the progress being made.

Social, emotional and mental health difficulties

 

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

 

Some of the things these children and young people might find challenging are:

 

·         Following rules set by others

·         Sitting still

·         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

 

·         Quality first teaching including wave 1 and wave 2 interventions

·         Get advice from professionals and specialist staff trained in school to give advice to adults working with the child or young people

·         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 or young person by an adult for short time during the day to let them talk about the things that upset them

·         Individual outcome focused targets set to help show what the child or young person needs help with.

·         Action plans where necessary.

 

 

·         Observations of the child or young person to see if they are coping better in school.

·         Talk to adults who have worked with the child or young person

·         Talk to parents

·         Talk to the child or young person

·         Ask for other professionals to work with the child or young person to check the progress being made.

 

Sensory and/or physical needs

 

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

 

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

 

Some of the things children and young people with these difficulties might find challenging 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

 

·         Quality first teaching including wave 1 and wave 2 interventions

·         Professional advice from specialist staff

·         Support from outreach services such as the hearing or visual impairment or physical disability teams

·         Specialist equipment

·         Small groups aimed at developing motor skills.

·         Adaptations to the school environment where possible

·         Individual outcome focused targets set to help show what the child or young person needs help with.

·         Action plans where necessary.

 

 

 

 

·         Monitoring that the child or young person has full access to a broad and varied curriculum

·         Observations of the child or young person within the school environment

·         Talk to adults who have worked with the child or young person

·         Talk to parents

·         Talk to the child or young person

·         Ask for other professionals to work with the child or young person to check the progress being made.

 

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