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

Our School

Special Educational Needs and Disabilities

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

 

We adapt the curriculum and learning environment for pupils with SEN:

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

Some of the actions we may take to achieve this are:

  • Use of a range of teaching and learning styles
  • Differentiated learning materials
  • Access to ICT and Technology
  • Additional in class support
  • Additional out of class support
  • Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
  • Flexible groupings – including small group support work
  • An innovative and supportive curriculum
  • The appropriate use of rewards and sanctions
  • A broad range of extra-curricular activities
  • Assessment procedures that emphasise pupils’ strengths and achievements
  • Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

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

Communication and interaction – Speech and language programmes such as Lego Therapy. We also work with the Northumberland Autism Communication Team and local Speech and Language Therapists.

Cognition and learning – Additional Mathematics materials are used in lessons and as interventions. Assisted blending in phonics, guided reading and writing are used in lessons and as interventions.

Social, Emotional and Health Difficulties – ‘Elsa’  is used to help pupils with their social skills, and is used to help pupils with regulating emotions, the Five Point Scale is used to help pupils to understand how they feel. We also use various interventions to help with mental health difficulties such as Starving The Anxiety Gremlin and self-esteem games.

Sensory and/or Physical Difficulties – For Gross Motor Skills interventions we use the Sensory Circuits and Jungle Moves Programme. For Fine Motor Skills we use Penpals Programme, Speed Up! and Cutting Skills.

At Acomb First School we do our best to ensure that all children are offered the opportunity to participate in activities outside the classroom and extra-curricular activities. We ensure that reasonable adjustments are made to enable children with SEND to access a full curriculum and to enrich the experiences of all pupils. We are prepared to seek advice, resources, equipment and training in order to provide high quality experiences for our children.  As a school we ensure that suitable and accessible transport is provided and that comprehensive risk assessments cover travel arrangements to ensure that all children are safe during excursions.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.

How are the Governors involved and what is their responsibility?

Governors are kept up to date on the progress of SEN children. Individual children are not named in this instance and confidentiality is maintained at all times. Two of the Governors are responsible for SEN and they liaise with the SENCO, they also discuss the funding arrangements of staff and resources for SEND children. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.