SEN Core Offer

Generic

Wave 1 Quality First Teaching for All

  • Clear classroom organisation to promote high expectation – including seating plans, clear Lesson Objectives and Success Criteria.
  • Instructions for Learning chunked into small, manageable steps
  • Teacher planning based on an assessment of what the child already knows, understands and can do to create personalised and differentiated teaching, including questioning.
  • Follow Behaviour Policy (clear rewards & Sanctions) with reinforcement of school rules.
  • Pupils are given time or support before responses are required
  • All tasks are clearly explained and / or modelled
  • Use writing frames to support learning process
  • Visual timetables to be displayed and referenced
  • Concrete resources and apparatus to support with learning concepts
  • Informed allocation in group or paired work
  • Keywords available in all lessons (comic sans font 14 with graphics if possible). New or difficult vocabulary is clarified, written up, displayed and referred to.
  • Effective deployment of teaching assistants to enable teacher to work with EVERY ability group (addressed in planning)
  • Left-handed person sits to the left of a right handed person

Cognition and Learning Needs – Summary of Provision

Wave 1 Quality First Teaching for All

  • Teachers draw on a variety of teaching styles and approaches (open and closed tasks, visual, auditory or kinaesthetic learning) matched to the needs of individuals.
  • Teachers use a range of access strategies e.g. use of models and images or ICT.
  • Consideration of the use of peers to maximise opportunities for learning (think/pair/share).
  • Catch up programs for literacy (with initial assessment data to monitor progress).
  • Organisation of the classroom environment is conducive for learning e.g. background noise is avoided; light source is in front of the teacher. Displays are relevant and well produced.
  • Pupils are provided with relevant and accessible resources e.g. word lists, number lines, keywords and spellings, coloured exercise books.
  • Alternatives to written recording are used including mind mapping and storyboarding
  • Alternative recording materials provided and used regularly: Alpha Smart and Communication in print
  • Use of procedural facilitators e.g. writing frames accompanied by higher order questioning and teacher dialogue to extend learning
  • Appropriate and relevant materials targeted to different pupils according to need, linked to current class unit of work.
  • Guided reading/writing/phonic/talk/maths – increasingly personalised
  • Adapted general classroom equipment – scissors, pencil grips, writing slopes etc…
  • Opportunities for pre-teaching in preparation for whole class sessions including difficult and new vocabulary

Personalised Evidence Based Intervention

  • Delivery of evidence based interventions over a time limited period.
  • Adult support – scribe, reader, support learning and mediate learning
  • Inference training
  • Individual session(s) with visiting specialists
  • TRUGS
  • Phonics 1:1
  • High Frequency Words
  • Memory Skills
  • Task Board
  • P Scales used and moderated
  • LIFT application
  • 1:1 and small group TA support with teacher intervention focus
  • 1:1 reading support
  • Staff training as required
  • Power of 2
  • Fresh Start
  • Read Write Inc.

Communication and Interaction Needs – Summary of Provision

Wave 1 Quality First Teaching for All

  • Peer support activities, e.g. working with peer groups to enhance their own understanding
  • Use of visual strategies to aid teaching and learning e.g. visual timetables and mini whiteboards and use non-verbal symbols to aid comprehension (keywords with images), translated keywords
  • Use of ICT as access strategy (interactive whiteboard / use of laptop…)
  • Small group/short term specific interventions, bespoke paired/small group work
  • In class support with a focus on supporting speech and language
  • Visual prompts to support with concepts
  • Adjustment to classroom environment to minimise distraction
  • Additional explanation of key concepts if required
  • Demonstration of work or examples of end product given
  • Speech and Language Link programmes (small group and 1:1)
  • Consideration of the requirements of Homework activities
  • Regular check ins to ensure understanding of task
  • Consideration to seating

Personalised Evidence Based Intervention

  • High level of 1:1 support (including at unstructured times)
  • Personalised Learning Spaces (with items from home. Personal interest on display)
  • General ICT access with appropriate software
  • Support from Specialist Teaching and Learning Service (STLS)
  • Specialist support focused on communication (e.g. SALT, signing)
  • Time out facility
  • Semantic Links 1:1
  • Build an Island
  • Mind Maps
  • SaLT IEPs
  • Language for Thinking
  • Build a Fairground
  • Task Board
  • LEGO intervention
  • 1:1 and small group TA support with teacher intervention focus
  • Staff training as required

Physical and Sensory Disability – Summary of Provision

Wave 1 Quality First Teaching for All

  • Seating plan is relevant to child’s medical needs (e.g. near front if Visually Impaired or know if they have a medical pass).
  • Planning incorporates a multi-sensory approach (visual, auditory and kinaesthetic methods)
  • The use of additional time to allow for processing of information, formulating responses and completing tasks
  • Ensure you have the pupil’s attention before speaking
  • Teacher should not stand with back to the window (causes shadows and cannot see face)
  • Encourage pupils to use aids, e.g. hearing aids, glasses
  • Enlarge copies of text or use appropriate specialist resources
  • Use of interactive whiteboard – e.g. different coloured backgrounds (as recommended by STS)
  • Specialist arrangements to be made for tests and exams
  • Staff use aid to support pupil (hearing transmitters)
  • Advanced planning and special arrangements for off site visits
  • Peer support / sensitive grouping

Personalised Evidence Based Intervention

  • Epi Pen training and knowledge by staff (personalised)
  • Liaise with outside agencies (hospital, therapists etc.) including advice and support from specialist professionals e.g. speech and language therapist, physiotherapist, specialist teachers, occupational therapist and specialist assessment of pupil’s needs
  • Enhanced skills training for the pupil and support staff to enable pupil to access the curriculum and be fully involved.
  • Loan of and training in the use of pupil specific, specialist equipment for staff and pupils
  • Staff training as required
  • 1:1 and small group TA support with teacher intervention focus
  • ICT keyboard skills
  • Use of Blind Association resources, Maths equipment, magnifying glass etc. (VI)
  • Subtitles with DVD materials (VI)
  • Modified and adapted materials
  • Follow specific STS guidance and strategies
  • Modified Statutory Assessment for VI and HI to be ordered (apply for added time)
  • Kent test modification for VI
  • Modified papers for all assessments during school times

Social Emotional and Mental Health – Summary of Provision

Wave 1 Quality First Teaching for All

  • Whole school behaviour policy with consistent boundaries.
  • Variety of pupil grouping employed to draw on strength.
  • Use of de-escalation techniques to ensure that situation is not escalated where possible.
  • Use of positive language to promote self-esteem.
  • Teacher presence (use of voice, body language).
  • Class tasks are accessible activities.
  • The class is fully prepared for emotive or sensitive topics.
  • Planning for activities that may disrupt learning.
  • Informed allocation in group or paired work.
  • Mentoring (peer & adult).
  • Consideration to pupil grouping.

Personalised Evidence Based Intervention

  • Intervention with relevant outside agencies.
  • Behaviour Charts to identify behaviour pattern and analysis of timetable.
  • Personalised Behaviour Plans.
  • Counselling Programme (YHM – Young Healthy Minds).
  • Drawing and Talking.
  • Further assessments to identify underlying language/ learning difficulties (link between behaviour and low literacy levels).
  • Early Help notification.
  • STLS strategies.
  • FLO support.
  • Staff training as required.
  • 1:1 and small group TA support with teacher intervention focus.