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SEND Information

SEN– WHOLE SCHOOL PROVISION

SEND Coordinator: Mr Simon Phillips

Barnham CEVC Primary School

Mill Lane

Barnham

Thetford

Norfolk

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.

QUALITY FIRST TEACHING STRATERGIES

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:

SEN SUPPORT

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

COGNITION AND LEARNING

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

COMMUNICATION AND INTERACTION

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.