We adapt the curriculum and learning environment for pupils with SEN:
We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.
Some of the actions we may take to achieve this are:
- Use of a range of teaching and learning styles
- Differentiated learning materials
- Access to ICT and Technology
- Additional in class support
- Additional out of class support
- Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
- Flexible groupings – including small group support work
- An innovative and supportive curriculum
- The appropriate use of rewards and sanctions
- A broad range of extra-curricular activities, including homework club, sporting clubs, modern foreign language club, maths club
- Assessment procedures that emphasise pupils’ strengths and achievements
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.
The provision for pupils with SEN across the four Broad Areas Of Need may include some of the following interventions;
Communication and interaction – Speech and language programmes such as Speech and Language Link, Time to talk and Lego Therapy. We also work with the County Durham Autism Spectrum Communication Team and a local Speech and Language Therapist.
Cognition and learning – Additional Mathematics materials are used in lessons and as interventions. Assisted blending in phonics, guided reading and writing are used in lessons and as interventions. We also use interventions to work on Auditory and Visual Memory Skills as well as Visual Perception and Visual Discrimination. We also work with the County Durham Cognition and Learning Team.
Social, Emotional and Health Difficulties – ‘Talkabout’ (Alex Kelly) is used to help pupils with their social skills, elements from the Relax Kids Programme is used to help pupils with regulating emotions, the Five Point Scale is used to help pupils to understand how they feel. We also use various interventions to help with mental health difficulties such as Starving The Anxiety Gremlin and self-esteem games. We also work with the County Durham Emotional Wellbeing and Effective Learning Team. We use the Rainbows Loss programme to support pupils who have experienced loss.
Sensory and/or Physical Difficulties – For Gross Motor Skills interventions we use the Early Years Movement (DCC Programme), Sensory Circuits and Jungle Moves Programme. For Fine Motor Skills we use Write from the Start Programme, Speed Up! and Cutting Skills.
At Staindrop CE Primary we do our best to ensure that all children are offered the opportunity to participate in activities outside the classroom and extra-curricular activities. We ensure that reasonable adjustments are made to enable children with SEND to access a full curriculum and to enrich the experiences of all pupils. We are prepared to seek advice, resources, equipment and training in order to provide high quality experiences for our children. Many settings offer support and advice in meeting the needs of children with SEND and offer specific risk assessments which are sent to the school prior to school outings or visits. As a school we ensure that suitable and accessible transport is provided and that comprehensive risk assessments cover travel arrangements to ensure that all children are safe during excursions.
More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you ca find in the School Policies section of our website.
How are the Governors involved and what is their responsibility?
Governors are kept up to date on the progress of SEN children. Individual children are not named in this instance and confidentiality is maintained at all times. One of the Governors is responsible for SEN and they liaise with the Head Teacher and SENCO, they also discuss the funding arrangements of staff and resources for SEND children. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.