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SEND

‘Life In All Its Fullness’ John 10:10

For support with SEND issues and queries please contact our SENCO, Helen Morrison, on 01229 841240

How do we support children with SEND at St George’s CofE Primary and Nursery School?

Our children access a wide range of provision throughout school and within the local community which enriches the curriculum and wider development. Our highly trained staff work alongside a range of outside agencies and professionals in order to plan personalised provision and learning that effectively meets the needs of all of our children.

How are SEN needs identified?

At St George’s CofE Primary and Nursery School children are identified as needing SEN Support through:

  • Liaison with pre-schools/previous school
  • A child performing significantly below age related expectations
  • A lack of progress
  • Through assessment and screening tests
  • Concerns raised by parents or teachers
  • Through liaison with external agencies

Children with SEN have a greater difficulty in learning than the majority of others of the same age, or they have a disability which makes it difficult for them to use the facilities normally provided for others of the same age in mainstream schools. Someone has a disability if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out day-to-day activities.

Children who are identified as having a SEN are recorded on our school SEND Register as ‘SEN Support’. Some children then make very good progress or their needs change and we may no longer feel that they need to be listed as SEN Support; these children are maintained on the register as ‘monitoring’. Some children have a greater level of need and have an Education and Health Care Plan (EHC Plan).

Please see our helpful guide to the interventions we offer in school to provide support which is ‘additional to or different from’ our high quality, carefully differentiated and inclusive teaching.

There are three stages known as ‘waves’ that outline the provision that we provide for our pupils.

Wave 1Wave 2Wave 3
  Wave 1 is the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles that make maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour.    Wave 2 is a specific, additional and time-limited intervention provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions are often targeted at a group of children with similar needs  Wave 3 is targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include one to one or specialist interventions.

Each wave is broken down into four further categories of provision.

Cognition and LearningCommunication and InteractionSensory and PhysicalSocial, Emotional and Mental Health
  Cognition is the umbrella term for a child’s learning skills. It is their ability to process information, reason, remember and relate.    Communication and Interaction is the ability to communicate with others. This includes the use of speech sounds, language, gestures, facial expressions and body language.    There are a wide range of sensory and physical difficulties that affect children and young people across the ability range. Children and young people with a visual impairment (VI) or a hearing impairment (HI) may require specialist support and equipment to access their learning. Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.    Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.  

Cognition and Learning

Wave 1Wave 2Wave 3
  Quality First Teaching including:   Differentiated curriculum planning Pitched questioning Modelling of skills High expectations 1:1 and group reading Choral reading Guided writing Word banks Word mats ICT to support learning Writing frames Numicon Learning displays Working Walls Power of Reading Power Maths Big Maths Challenge tasks Support from Teaching Assistant in class Different learning styles are accommodated including use of strategies for Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and specific Learning Disorders such as Dyslexia/Dyscalculia. In some classes Clicker is used independently by children during class time Next steps in marking. Target setting with children All children’s progress and attainment is assessed and tracked throughout the year.  Read Write Inc – Intervention and Pinny time Physiotherapy small group Handwriting Spelling Letter Formation Number knowledge Developing written language skills Comprehension Targeted maths support (Big Maths, Arithmetic) Grammar intervention Comprehension intervention Numicon Talk About Pictures Colourful Semantics Elklan      Intense 1:1 support in core and foundation subjects. Support from Educational Psychologist Support from Advisory Teacher Toe by Toe Physiotherapy 1:1 Clicker External Agency support through Early Help Process. Maths Clinic 1:1 EHCP target intervention Speech therapy EAL support  

Communication and Interaction

Wave 1Wave 2Wave 3
  Quality First Teaching including:   Differentiated curriculum planning Modelled speech/language Modelled interaction Targeted questioning Talk, pair, share Group work Class Visual Aids and Prompts Visual Timetables Key words/banks Drama activities Sequencing activities Additional Processing time Simplified language A range of questions to develop children’s ability to give quality answers Opportunities for individual, pair, group and whole class working. Regular communication through informal and formal meeting (parents evening, class and special assemblies and celebrations) Communication via Dojo/Facebook/Text. School/classroom collective worship  Pre teaching of vocabulary Social skills and self-esteem intervention Step Up and Play Extra-Curricular Clubs Mountain Biking        Individual visual timetables Now, Next, Then Traffic Light Home School Book Targeted work from Speech and Language Therapy Team Talk About Pictures External Agency support through Early Help Process. 5 Dot approach  

Sensory and Physical

Wave 1Wave 2Wave 3
  Quality First Teaching including:   Differentiated Curriculum Planning Adaptions to the classroom Fine Motor Skills activities Additional Movement breaks School building is accessible for all. Classrooms have age appropriate furniture and environments. Letter Join Visual prompts, pictures and ICT used appropriately to aid learning. High quality resources are readily available, organised to enable independence. Lesson organised to maximise active learning providing time for concentration, discussion, thinking, reflecting and questioning. Outdoor learning opportunities are provided.    Use of specialist equipment Pencil grips Coloured overlays Sloped desks Lap weights Weighted blankets Fidget toys Wobble cushions Rocking chairs Mountain Biking   Group Physiotherapy sessions  Individual work station Social stories Comic Strip Conversations Targeted work from Occupational Therapy Service ICT application to support keyboard skills 1:1 Physio  

Social, Emotional and Mental Health

Wave 1Wave 2Wave 3
  Quality First Teaching including:   Differentiated curriculum planning Whole School Behaviour Policy School and class high expectations Class/whole school assemblies Clear School Vision and Values Talk partners Class visual timetable Visual reward sytem Class Dojo Kidsafe Time out Timers and stress relievers Emotion/social resources Positive Praise Certificates School Council Fiddle objects Class Monitors    Social skills and nurture group Individual reward systems Behaviour logs Additional support at playtime and lunchtime Transition support Library lunchtimes Step Up and Play Extracurricular clubs Mini Bus  Individual Behaviour plan EWO support Counselling Bereavement Counselling Behaviour Coaching Social Stories External Agency support through Early Help Process. CAHMS Educational Psychologist 1:1 intervention Gardening Farm visits Targeted work with behaviour Lead  

Useful SEND Websites

  • www.senteacher.org/  – SEN Teacher is amongst the oldest teaching resource sites, the materials are free to share and use in schools or at home.  The Print tools on SEN Teacher allow you to create, adapt and share teaching resources for a wide-range of abilities. No login or registration is required to use SEN Teacher. Also has links to other useful websites.
  • www.autism.org.uk – The National Autistic Society website, the main UK charity for supporting people with ASD and their families (contains lots of useful advice and resources)
  • www.attentionautism.com – For more information on Attention Autism and how you can support your child to develop attention and turn-taking skills
  • www.widgit.com/resources – Symbolled resources for different topics and areas of life, including resources for fire safety and about visiting the doctors/dentists
  • www.downs-syndrome.org.uk – Advice and support, including booklets to help with independent toileting, sleeping and managing behaviour
  • www.oneplaceforspecialneeds.com/main/library_social_stories.html – A really useful set of social stories to share with children, covering topics ranging from coping with a new baby in the family to getting a haircut to making friends. The National Autistic Society website also provides guidance on writing your own personalised social stories

Useful, fun websites with highly visual games for using with your children to consolidate early skills:

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