Adaptations to the Curriculum and learning environment to enable full access for SEND pupils
We are a truly inclusive school which provides all pupils with appropriate education and support alongside their peers. Teaching and learning for all our pupils includes not only the requirements of the National Curriculum but also the range of additional opportunities that the school organises in order to enrich the experiences of our pupils; including social aspects that are essential for life-long learning
We promote positive attitudes through learning about a variety of cultural, language and heritage backgrounds in the community and beyond. We promote situational belonging through our curriculum which promotes local, national and international knowledge and understanding
We provide access to counselling, mentoring and well-being facilities to support and promote positive attitudes and behaviours for learning for all

We make the following adaptations to ensure all pupils’ needs are met:
• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font.
• Diffrentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud

Additional support for learning
• Teaching Assistants are trained to deliver a range of interventions to support pupil access to the curriculum. Provision maps identify which interventions are suitable for each pupil based on the area and level of need
• Support for learning might include Teaching Assistants supporting pupils on a 1:1 basis and in small groups
• Our school also works with a range of agencies to provide support for pupils with SEND e.g. Speech and Language, SEMH LA team, to provide and deliver strategies and therapeutic interventions to facilitate curriculum access

Expertise and training of staff
The school is committed to constantly improving and updating expertise in SEND:
• The Inclusion Leads/SENDCOs attend half termly inclusion meetings within The Trust in order to develop practice
• Whole staff in-service training sessions are arranged as appropriate, in response to particular needs within the school
• Reading and discussion of documentation and SENDCO/teacher meetings are considered to be part of staff development, as well as a time to share information
• The Inclusion Lead/SENDCO and other staff attend Local Authority meetings and INSET
• Newly appointed teaching and support staff meet the SENDCO to discuss SEND procedures in the school

Securing equipment and facilities
Pupil’s needs are assessed on an individual basis and any identification of recommended equipment/facilities are discussed and, as appropriate, put into place.
Evaluating the effectiveness of SEND provision in our Curriculum

We evaluate the effectiveness of provision for pupils with SEND by:
• Reviewing pupils’ individual progress towards their goals each term and reviewing the impact of interventions
• Using pupil questionnaires
• Monitoring by the SENDCO
• Using provision maps to measure progress
• Holding annual reviews for pupils with statements of SEND or EHC plans

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND
• Our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs
• All pupils are supported and facilitated to take part in our residential trip(s)
• All pupils are supported and enabled to take part in sports day/school plays/special workshops

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