SEND vision

It is our intention that the SEND pupils access the same curriculum as their peers in a positive, supportive, accessible and inclusive environment in which all pupils can flourish and in which all their contributions and considered and valued. All pupils should be happy and enjoy themselves when they are in school. Each pupil’s individual learning styles should be respected. All pupils should have high but attainable targets for them to enable them to achieve their full potential. The pupils will build on their knowledge from the previous year and individual whole primary curriculum skills grids are used when pupils are working two years below their peers to measure small steps of progress.  Gaps in pupils learning are addressed through each child’s learning passport targets and pupils work towards closing these gaps during their one to one support time with teaching assistants. Each learning passport is reviewed termly in consultation with the pupil, staff and importantly parents to celebrate the pupil’s successes and to build an ongoing holistic understanding of the pupil and their needs.  We believe that good, effective communication with parents and teaching assistants is key to a pupil’s success.

This vision is implemented in the classroom by scaffolding the SEND pupils’ learning through the use of visual prompts such a pictorial supports on vocabulary mats and timeline resources, pre-teaching vocabulary and key concepts and paddling differentiated tasks. Dyslexic toolboxes are available in class with coloured overlays and multisensory recourses. Every pupil is given an appropriate level of support but at the same time they are encouraged to become an independent learner. Opportunities are given to EHCP pupils to develop their independence and basic life skills through a weekly intervention session. Marking addresses basic errors on a small step basis for example addressing letter or number formation.

To enable pupils to achieve their potential, staff are given regular whole school SEND training to be able to meet the individual needs of the pupils within their class through high quality teaching. We complement high quality teaching with carefully selected small group and one to one interventions. Intervention groups give groups of pupils extra help in the areas they need it; for example handwriting, reading or maths. Other interventions are specifically tailored to individual pupils by following support advice given from professionals in occupational therapy programmes, speech and language programmes and physiotherapy programmes. We believe coordinating provision across multiple organisations provides the best provision for SEND pupils.