St James Catholic
Primary School
In the loving peace, justice and joy of Jesus, we achieve.
How will my child with SEN be taught?
How will my child with SEN be taught?
The table below gives examples of how children with SEN might be taught within the classroom environment. All children at St. James’ receive Wave 1; high quality first teaching. Many children will require additional interventions to help them catch up or give them a boost; wave 2. This does not mean they have a Special Educational Need.
Those children with a Special Educational Need will often but not always require wave 3 interventions.
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Area of Need |
Wave 1 – High quality first teaching received by all pupils. Universal provision. |
Wave 2 – Additional interventions to enable children to make expected progress, |
Wave 3 – Children placed on SEN register and require additional highly personalised interventions. |
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Cognition and Learning |
Differentiated curriculum planning, activities, delivery and outcome In-class TA support In-class targeted teacher support Increased visual aids / modelling etc Visual timetables Illustrated/ ACE dictionaries Use of writing frames Access to ICT Team teach / modelling Access to homework clubs Regular dyslexia-friendly school training Peer reading |
Catch up programmes – Literacy and numeracy Read On sessions Y6 Booster lessons Exam booster classes In class support from TA Reduced/ increasingly individualised timetable Guided reading within lessons Integrated Learning Programme Learning mentors Targeted peer reading time |
Small group or 1:1 literacy/ numeracy support e.g. use of Reading / Writing / Mathematics / Learning Challenges, spelling groups, use of programmes such as Catch-Up, Rapid, Paired reading, cued Spelling, Precision teaching Exam concessions Individual timetables Advice from EP / Specialist teacher
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Communication and Interaction |
Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language, key words Increased visual aids / modelling etc Visual timetables Use of symbols Structured school and class routines Environmental clues e.g. location systems
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In class support with focus on supporting speech and language ICT – Clicker |
Small group or 1:1 support for language Social skills group Speech and Language support / advice Makaton support Visual organiser ICT – Writing with Symbols Advice from EP / Specialist teacher 36
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Emotional, Social and Mental Health |
Whole school behaviour policy Whole school rules Whole school reward and sanctions systems Circle Time Lunchtime club PSHE focused work Class mediation Social and Emotional Aspects of Learning General advice from Family Support Worker |
Group Circle Time Work-related learning In class support for supporting behaviour targets, access, safety Access to family support worker Zacchaeus club |
Small group or 1:1 support for social skills Individual counselling Individual support or mentoring Individual reward system Social skills training Anger management Nurture group Advice from EP / Specialist teacher CAMHS input Pastoral support plan Time-out Targeted family support worker input
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Sensory and Physical |
Flexible teaching arrangements Staff aware of implications of physical impairment Soundfield system Deaf-friendly initiative Writing slopes Pencil grips Brain gym Improved accessibility of building Moving and handling training |
Additional group keyboard skills training Additional group fine motor skills practice In class support for supporting access, safety |
Individual support in class during appropriate subjects e.g. Science, PE and lunch time Physiotherapy programme Occupational therapy programme Use of appropriate resources e.g. radio aids Advice from EP / Specialist teacher Signage
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