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SEND Information




SEND Coordinator: Mr Simon Phillips


                               Barnham CEVC Primary School

                               Mill Lane




                               IP24 2NG


                              (01842) 890253


The information below outlines the practice and range of support offered across the school in each area of need. Support is always tailored to the needs in an individual class or for an individual pupil and the offering in each class will reflects this and may change accordingly.



Listed below are the strategies which may be employed in our school to support children within the areas of need as categorised in the SEND Code of Practice:



If your child requires support in addition to this then they may receive the support listed below:





Quality First Teaching Strategies


  • High expectations of children and appropriate challenge for all
  • Clear learning objectives and differentiated outcomes, clear instructions
  • Clear feedback and next steps in their learning – children involved in the process and given time to respond
  • Behaviour for Learning at the heart of lessons/school ethos
  • Learning walls to support key learning points
  • Time to talk things through with a Talk Partner before feeding back to class
  • Access to ICT to help reduce barriers to learning
  • Writing frames or alternatives to written recording when writing is not the primary objective
  • Variety of teaching styles and approaches using both open and closed tasks matched to the needs of individuals
  • Multisensory learning approach (visual, auditory and kinaesthetic learning) making use of music, actions, graphics etc
  • Planning emphasises what children will learn based on an assessment of what the child already knows, understands and can do, ‘Assessment for Learning’ principles in place
  • Personalised and differentiated teaching, including questioning
  • Learning presented in small chunks. Mini plenaries throughout session to ensure pupils making good progress.  Intervention given to overcome misconceptions
  • Differentiated curriculum planning, activities, delivery and outcome
  • Visual timetables
  • Illustrated dictionaries
  • Use of writing frames
  • TA in class support
  • Use of symbols
  • Structured school and class routines


SEN support


  • 1:1 and /or small groups SPLD (specific learning difficulty) support by learning mentor
  • Phonics Books Dyslexia friendly reading programme
  • Barrington Stoke Dyslexia friendly reading scheme
  • Beat Dyslexia
  • Phonics Support (group and 1:1)
  • Writing intervention
  • Plus 1 Maths 1:1
  • Power or 2 Maths 1:1
  • Catch up Numeracy
  • RWI Small Group and 1;1
  • Additional Maths Support (1:1, 1:2 or small group)
  • In class support from TA
  • Spelling practice groups
  • Additional individual reading











Quality First Teaching Strategies


  • Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
  • Increased visual aids / modelling etc
  • Visual timetables
  • Use of symbols
  • Structured school and class routines


SEN support


  • In class support
  • Speech and Language support; 1:1 speech therapist and/or TA delivering speech therapist devised support programme
  • Input from CISS County Inclusive Support Service
  • Becoming Socially Talented Programme
  • Social Stories
  • Lego Therapy
  • Visual Ques and Resources
  • Family Support from FSP.





Quality First Teaching Strategies


  • Whole school positive behaviour rewards system
  • Circle Time
  • Family support with FSP



SEN support


  • ELSA
  • Thrive
  • Human Toolbox
  • Forest School
  • Social Skills group
  • Individual reward system
  • Home – school record (daily)
  • Year 6 transition support





Quality First Teaching Strategies


  • Flexible teaching arrangements
  • Staff aware of implications of physical impairment
  • Writing slopes
  • Pencil grips


SEN support


  • Fine and Gross Motor Skills group
  • Individual support in class during PE and lunch time
  • Sensory Circuits
  • Reasonable adjustments to environment to support access
  • Concentration aids
  • Active sitting resources
  • Sensory aids