Additional Educational Needs

Throughout their time at school, children make progress at different rates and have different ways in which they learn best. Teachers take account of this by looking carefully at how they organise their lessons, the classroom, the books and materials they give to each child and the way they teach.

At regular times in the school year the class teachers meet with the Special Educational Needs Coordinator (SENCo) to monitor progress & to plan additional individual or small group support. This support follows a cycle of ‘Assess, Plan, Do and Review working in liaison with parents.  If the support involves advice from other agencies such a Speech and Language Therapy the child is considered to be at the level of ‘SEN Support’.  Sometimes, a child might undergo ‘Statutory Assessment’ while at the school, or might have an EHC Plan, indicating a higher level of multi-agency support.

Whichever the level of support parents and carers are always consulted and given suggestions of how they can support their child at home We also listen to parent’s knowledge of their child, so that school and home can work together to better understand and support learning.

 Additional Individual or Small Group Support might include:

  • Additional individual or group literacy support to complement the work done in the classroom. This includes Reading Recovery, Better Reading Partnerships and the Reading to Dogs Scheme.
  • Additional maths small group work.
  • Practise with prescribed Speech and Language programmes from either the Speech Therapy Clinic or the visiting School Speech Therapist. This includes work on speech articulation or language work to consolidate learning in class, such as basic concepts.
  • Sessions to develop social and communication skills, such as to practise speaking and listening and turn-taking.
  • Individual or small group play skills, to support social and emotional development, such as understanding feelings.
  • Additional ‘PE type’ group sessions for developing gross motor skills, including balance, coordination and ball skills, as well as attention, listening and turn-taking.
  •  A programme to develop fine motor skills, such as those needed when beginning to write. Group sessions include using play dough, scissors, glue, pegs and beads. The intention is to develop hand/finger strength and co-ordination. In time, these sessions may include handwriting practise.