What of Special Educational Needs does the school make provision for? Type of Need Examples of support in our school How we it is working Cognition and Learning Support with TA in class School based assessments Children and young people with cognition and Breakdown task into smaller Individual targets reviewed learning needs may find it hard to develop skills Peer support Discussion with pupils, parents, in numeracy and literacy, areas in which much Small group, paired work and 1‐1 teaching staff, outside agencies learning in other subject areas depends. Children Interventions withdrawal with subject specialist School based tracking systems – may find it difficult to think and understand their Subject specific and individual targets Have meetings with other staff in way through their learning. Differentiation school about pupil progress and A child’s needs will vary from individual to Access to specialist support from a teacher or achievement individual, and appropriate support is put in other professional. place to meet personal needs. Type of Need Examples of support in our school How we check it is working Communication and Interaction Extra‐curricular activities (e.g. games club) Observations of the young person Children and people with communication Differentiation School based assessments and interaction needs may find it difficult to Specialist staff e.g. Lead ASD practitioners Individual targets reviewed communicate with others. They might find it Small group, paired, 1‐1 support. Discussion with pupils, parents, hard to say what they want to, or experience Advice from specialist professionals in and out of teaching staff, outside agencies difficulty in understanding what is being said to school School based tracking systems them. They also find it difficult to use or Pupil thumbnails advising on barriers and Have meetings with staff in understand social rules of communication. strategies to overcome school about pupil progress and Some children and young people with an Autism Non-teaching pastoral managers available during achievement Spectrum Disorder, including Asperger’s the day Syndrome and Autism, may have particular Speech and language programmes difficulties with social interaction. They may experience difficulties with language, communication, social interaction and imagination, and this can impact on how they relate to others.
What of Special Educational Needs does the school make provision for? Type of Need Examples of support in our school How we it is working Cognition and Learning Children and young people with cognition and learning needs may find it hard to develop skills in numeracy and literacy, areas in which much learning in other subject areas depends. Children may find it difficult to think and understand their way through their learning. A child’s needs will vary from individual to individual, and appropriate support is put in place to meet personal needs. Support with TA in class Breakdown task into smaller Peer support Small group, paired work and 1‐1 Interventions – withdrawal with subject specialist Subject specific and individual targets Differentiation Access to specialist support from a teacher or other professional. School based assessments Individual targets reviewed Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Have meetings with other staff in school about pupil progress and achievement Type of Need Examples of support in our school How we check it is working Communication and Interaction Children and people with communication and interaction needs may find it difficult to communicate with others. They might find it hard to say what they want to, or experience difficulty in understanding what is being said to them. They also find it difficult to use or understand social rules of communication. Some children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, may have particular difficulties with social interaction. They may experience difficulties with language, communication, social interaction and imagination, and this can impact on how they relate to others. Extra‐curricular activities (e.g. games club) Differentiation Specialist staff e.g. Lead ASD practitioners Small group, paired, 1‐1 support. Advice from specialist professionals in and out of school Pupil thumbnails advising on barriers and strategies to overcome Non-teaching pastoral managers available during the day Speech and language programmes Observations of the young person School based assessments Individual targets reviewed Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Have meetings with staff in school about pupil progress and achievement
SPECIAL-EDUCATION-NEEDS-AND-DISABILITIES-PROVISION-draft.docx