SEND across the Curriculum

Kind Hearts, Inquisitive Minds

Writing

  • Writing frames, sentence starters and word mats
  • Work is broken down and guided step-by-step
  • The process of writing is explicitly taught and modelled
  • Some pupils may use a computer to help them locate words in a thesaurus or to assist with spelling
  • Pre-teaching vocabulary
  • Children’s fine motor skills are supported through multi-sensory writing/phonics strategies. Letter formation and handwriting are explicitly modelled, taught and corrected in whole-class sessions across the school. Gross motor skills are developed to support children’s core strength and posture. Specific interventions, such as DEXYs and Pegs to Paper, are also available for more small-group, targeted provision.

Reading and phonics

  • Phonics support extends to all children post-KS1 if they did not pass the KS1 phonics screening check, including providing a phonics decoder text.
  • High interest simplified texts.
  • Dyslexia friendly and enlarged text books, as well as coloured overlays.
  • Children are supported in phonics through the implementation of multi-sensory teaching strategies.

Maths

  • A range of different mathematical representations.
  • Learning is broken down into smaller concepts.
  • Vocabulary is explained and overlearned. Pre-teaching vocabulary
  • Maths is developed to consider real-world applications.
  • The concrete-pictorial-abstract method is used to allow children to use manipulatives to develop their mathematical conceptual understanding.
  • Adapt work at an appropriate level if the child struggles to access the learning within a particular lesson.
  • Repetition is key to developing maths skills; we provide plenty of opportunities for practice, such as through games or activities.

Science, History, Geography, RE

  • Visual resources are used to support children’s understanding of knowledge.
  • Displays of key language and definitions for the topics so they can be referred to.
  • Writing frames or scaffolds help students to structure longer pieces of writing
  • Practical work is useful to support accessing some difficult concepts.
  • Pre-teaching vocabulary
  • Visual modelling is used to help children understand instructions.
  • Simplifying concepts is key – lots of modelling, drama, demonstrating and hands-on work is essential.
  • Assessment is carried out through a variety of open-ended activities so that all children can demonstrate their knowledge of the subject.

Art, DT and Computing

  • All children are given an equal opportunity to engage in lessons and explore their creativity.
  • Appropriate adaptations for children’s physical development.
  • Learning tasks are broken down into smaller steps.
  • Pre-teaching vocabulary
  • The exploration of using different tools and different mediums is encouraged for all.
  • Children’s fine motor skills are supported where necessary.
  • Opportunities for practical hands-on learning.
  • Visual modelling is used to help children understand instructions.
  • Children’s social, emotional and mental health is considered when thinking of art as a form of expression for their mental health and feelings.

PSHE

  • Pre-teaching vocabulary
  • We have a range of different interventions to support children’s social, emotional and mental health needs. Our pastoral team is on hand to support children further.
  • We respect pupils’ unique starting points by providing learning opportunities that are matched to the individual needs of all children.
  • Our SEND and pastoral support children also have the opportunity to participate in a variety of ‘nurture’ style groups to support and meet their needs during afternoon sessions. These include messy play, cooking and craft and woodlands
  • We respect pupils’ unique starting points by provisioning opportunities that are matched to the individual needs of all children.

MFL

  • Word mats and key language used to reinforce language.
  • Pre-teaching vocabulary
  • Visual prompts used to support defining key language.

PE

  • Modelling and demonstrations of teaching are clear.
  • Resources are adapted to meet individual needs.
  • Adapted, modified or alternative activities that offer an equivalent degree of challenge to the activities in the programmes of study and that enable the pupils to make progress.

Music

  • Physical support given to children when holding and controlling an instrument.
  • Adapt written lyrics to songs with larger print or use of less text.
  • Use signing where possible in certain songs with help of trained TA.
  • Use ear defenders for children sensitive to noise.
  • Allowing children space to move or play instruments.
  • Repetition of melody and lyrics for those children needing more time to process new songs.
  • Recap vocabulary before the main teaching part of the lesson.

EYFS

  • Visits to preschools to share important information and supportive strategies
  • Referrals to services such as SALT and Shropshire Child Development Centre and Early Help at the earliest opportunity
  • Speech and Language intervention- Contrastive Pairs, Talk Boost, Early Talk Boost, Colourful Semantics
  • Small group support for fine motor skills, e.g. pencil control, scissor control skills
  • Small group support for number, including counting and number recognition
  • Liaison with outside agencies including health, SALT and Child Development Centre to obtain advice and strategies to support
  • Regular informal updates via email, phone, Tapestry and face-to-face meetings with parents
  • Termly PCP reviews with parents