The information below outlines the practice and range of support offered across the school in each area of need. Support is always tailored to the needs in an individual class or for an individual pupil and the offering in each class will reflects this and may change accordingly.


Listed below are the strategies which may be employed in our school to support children within the areas of need as categorised in the SEND Code of Practice:


If your child requires support in addition to the Universal Approach they may receive the support listed below:


Universal Approach

  • High expectations of children and appropriate challenge for all
  • Clear learning objectives and differentiated outcomes, clear instructions
  • Clear feedback and next steps in their learning – children involved in the process and given time to respond
  • Behaviour for Learning at the heart of lessons/school ethos
  • Learning walls to support key learning points
  • Time to talk things through with a Talk Partner before feeding back to class
  • Access to ICT to help reduce barriers to learning
  • Writing frames or alternatives to written recording when writing is not the primary objective
  • Variety of teaching styles and approaches using both open and closed tasks matched to the needs of individuals
  • Multisensory learning approach (visual, auditory and kinaesthetic learning) making use of music, actions, graphics etc
  • Planning emphasises what children will learn based on an assessment of what the child already knows, understands and can do, ‘Assessment for Learning’ principles in place
  • Personalised and differentiated teaching, including questioning
  • Learning presented in small chunks. Mini plenaries throughout session to ensure pupils making good progress.  Intervention given to overcome misconceptions
  • Differentiated curriculum planning, activities, delivery and outcome
  • Visual timetables
  • Illustrated dictionaries
  • Use of writing frames
  • TA in class support
  • Use of symbols
  • Structured school and class routines

SEN support

  • 1:1 and /or small groups SPLD support by specialist teacher
  • Word building and high frequency word recognition support programme
    • devised by SPLD Teacher and delivered by Teaching Assistants
  • Phonics (group and 1:1)
  • Writing intervention
  • Numicon and concrete maths activities
  • Maths Catch Up Groups
  • RWI Small Group and 1;1
  • RWI Fresh Start
  • Additional Maths Support (1:1, 1:2 or small group)
  • In class support from TA
  • Spelling practice groups
  • Additional individual reading
  • Computer programmes: 1:1 and small group Bug Club, My Maths, Manga High, Kidspiration, Nessy


Universal Approach

  • Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
  • Increased visual aids / modelling etc
  • Visual timetables
  • Use of symbols
  • Structured school and class routines

SEN support

  • In class support
  • Speech and Language support; 1:1 speech therapist and/or TA delivering speech therapist devised support programme
  • Input from Autism Outreach Team
  • Visual organiser
  • ICT – Communicate in Print 2, Kidspiration
  • Socially Speaking
  • Social Stories
  • Wellcomm support in EYFS


Universal Approach

  • Whole school positive behaviour policy based on Jenny Mosley ‘Golden Rules’, ‘Golden Time’ and Golden Book
  • Circle Time
  • Merit Reward System/ Merit certificates / House Merits Reward System
  • Assemblies: Achievement Leaf and Merit Assembly once a week
  • Character Education Programme

SEN support

  • Social Skills group
  • Individual reward system
  • Home – school record (daily)
  • Nurture intervention for up to 12 children in dedicated nurture room
  • Forest School
  • Nurture Cookery Programme
  • Individual counselling
  • Year 6 transition support


Universal Approach

  • Flexible teaching arrangements
  • Staff aware of implications of physical impairment
  • Writing slopes
  • Pencil grips

SEN support

  • Fine Motor Skills group
  • Gross Motor Skills group
  • Additional handwriting practice
  • Individual support in class during PE and lunch time
  • Reasonable adjustments to environment to support access

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