SEN Provision

At this school, we have experience of supporting children with a wide range of needs including:

• General Learning Difficulties – children whose learning progresses at a slower pace
• Speech and Language Difficulties
• Dyslexia (difficulties with reading, writing and spelling)
• Dyspraxia (problems with motor skills, organisation)
• Dyscalculia (difficulties with number work)
• Autism
• ADD/ADHD (Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder)
• Physical/Medical Needs

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Our approach to teaching children with SEND

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. The curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum and National Curriculum, but also a range of additional opportunities to enrich the experiences of pupils. The curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

St Oswald’s School prides itself on being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum/Early Year Foundation Stage Curriculum at a level and a pace that is appropriate to their abilities. At times, and when it is felt appropriate, modifications to the curriculum may be implemented.

Inclusive practice begins with the child, their family and the school working in close partnership together. This partnership is further supported by the advice from professionals and other agencies that provide support and guidance for particular children.  Below is a list of some of the agencies we have used in the previous year:

-Speech and Language Therapy

-Educational Psychologist

-Occupational Therapy

-School Nurse

-Health Visitors

-Children and Adolescent Mental Health Services (CAMHS)

-Emotional Wellbeing and Effective Learning Team

-One Point Services

-Movement Difficulties Team

-Crisis Response

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

• Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• Ensure pupils are working at a level and pace that is appropriate to their abilities.
• Help pupils to gain confidence and improve their self-esteem.
• Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
• Give every child a sense of achievement.
• Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is most appropriate to their needs.
• Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
• Regularly review the policy, procedures and practice to achieve best practice.

How we adapt the curriculum and learning environment for children with SEND

As a school, we aim to make adaptations to our curriculum and learning environment to maximise access for children with SEND.  This can vary considerably from child to child.

All pupils have the entitlement to a broad, balanced and relevant curriculum. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, teachers match the learning to the needs and abilities of the pupils.

Children with SEND can be taught in a variety of ways which supports their needs at that time. This can include small group work or 1-to-1. Some of the intervention programmes we currently offer in school are Lego Therapy, phonics, motor skills and Thrive.

St Oswald’s has access to a range of resources to support children with SEND. Examples of adaptions through equipment include the use of ICT, wobble cushions, pencil grips, trampettes, enlarged resources, coloured paper and personalised learning targets. As a school we make reasonable adjustments to ensure all children can access school trips and activities organised within the school day.

The school staff and SENCO regularly review issues related to pupils with SEND to include classroom organisation, teaching methods, materials and tasks to determine how these could be improved. Children are supported in a variety of different ways as appropriate to their needs, which include individual support, in small groups and in class. Withdrawal sessions are used judiciously to support pupils carefully with specific academic, behavioural and/or emotional difficulties. Withdrawal sessions are timetabled in consultation with the class teacher to minimise the impact of withdrawal on delivery of the curriculum, actively seeking to ensure curriculum needs are met.

In addition to the statutory curriculum, the school provides a range of additional activities. These include a range of musical, creative and sporting activities/clubs etc. Pupils with SEND are actively encouraged and supported to join in and benefit from these activities, with reasonable adjustments made.  This may sometimes mean working with external providers.

Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. During their school career, many children will face barriers to learning that will require support.  These needs can be met in various ways.

Quality First Teaching

This will include:

• Changing the way lessons are planned and delivered
• Matching activities to the ability/need of your child (differentiation)
• Adapting learning materials such as worksheets, books and activities to suit your child’s needs
• Small group support.

A child may require SEN Support, if the quality first teaching and specific interventions used to help overcome their barriers is found to be insufficient in meeting their needs.

The provision for pupils with SEN across the four Broad Areas of Need may include some of the following interventions.

Support for children with physical needs:

• Quality First Teaching, accessing a broad and balanced curriculum
• Gross Motor Skills interventions.
• Fine Motor Skills interventions.
• Specialist support from outside agencies e.g. Occupational Therapy
• Specific physical therapy planned for by specialists

Support for children with speech, language and communication needs:

• Quality First Teaching, accessing a broad and balanced curriculum
• Daily Speech and Language interventions.
• Specialist group support from outside agencies e.g. Speech and Language Therapy

Support for children with social, emotional and mental health difficulties:

• Quality First Teaching, accessing a broad and balanced curriculum
• Children engage in Anti-Bullying awareness.
• Participation in the Thrive programme
• Specialist support from outside agencies e.g. CAMHS

Support for children with cognition and learning needs:

• Quality First Teaching, accessing a broad and balanced curriculum
• Maths and English specific interventions
• Specialist support from outside agencies e.g. Educational Psychology Service
• Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for the child e.g. dyslexia, dyspraxia
• Range of teaching and learning styles
• Differentiation

Our Accessibility Plan can be found in the policies section.