Adaptation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. This may include providing additional materials/ resources / additional support or an adapted activity. This may also include putting in place specific strategies to support your child to learn, which may be suggested by the Inclusion manager or outside staff. Homework is differentiated to ensure that it is at an appropriate level. Children in Key Stage 2 have access to homework clubs enabling them to receive help where necessary.
Grouping arrangements are generally organised flexibly, with opportunities for both ability and mixed ability setting to maximise learning opportunities for all. This will also include challenge activities for the more able children.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills.
Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support. Some interventions may change as progress and needs are monitored.
Types of Intervention
How will my child’s access to learning be supported?
In class
- Alternative recording methods
- Visual timetables, Now and Next boards, Communication tools, basic makaton for class & individuals
- Steps to success used in every lesson
- Adapted activities
- Extension activities
- In class support programmes
- Access to learning support staff in class
- Mentoring support
- Specific adaptation or modification of resources e.g. use of Communicate in Print/Picture aids etc.
- Guided reading programmes in all classes
- Regular teaching of phonics in Reception and Key Stage 1
- Use of IT programmes in class to reinforce strategies (Accelerated Reader, Freckle, Busy Things, TTRS, Discovery Ed, Espresso coding, Reading Eggs etc)
- Ability setting and mixed ability grouping
- Use of Numicon
Withdrawal support
- Intensive withdrawal programmes for key skills strategies (e.g. Catch-up reading / Writing / Numeracy / synthetic phonics / Numicon)
- Programmes to support speech and language where recommended by a therapist
- Speech and Language Therapist advice disseminated to and followed by teaching staff
- Speech therapy individual or group work delivered by support staff following speech therapist advice
- Support staff to attend Speech and Language appointments when possible.
- Access to a specialist dyslexia teacher offering advice both to staff and parents
- Reading Partners (Volunteer reading buddies)
- Read Write Inc. phonics intervention (Key Stage 1)
- Small group intervention programmes numeracy & literacy
- Daily learning consolidation for individuals identified as needing support by class teacher
- Booster in Y6
Staffing Expertise
How skilled are staff in meeting the needs of my child?
An on-going programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of all children including those with SEN and medical needs.
Our Inclusion Manager actively engages with local opportunities. This enables the sharing of best practice and helps keep the school abreast of current local, national initiatives and policy to support pupils with SEN.
The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.
The training priorities are set out in the School’s Improvement Plan. This document is created and maintained by the Head Teacher.
Test Access Arrangement
Test Access Arrangements for some pupil’s additional arrangements and adjustments can be made to enable them to fully access tests. This might include additional time, rest breaks or the use of a scribe or word processor. The Deputy Head Teacher or Inclusion Manager can inform you about eligibility for these arrangements at Year 6.
