SEND

HOW DO WE SUPPORT PUPILS WITH SEND?

We understand that children learn and develop in different ways. Teachers and support staff recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn maths.  However, many children, at some time in their school life, need extra help.  For pupils identified with additional needs we look closely at what additional support will help them achieve their full potential as part of a fully inclusive learning environment.  Here are some of the ways we can do this:

1. Work with outside agencies to provide effective strategies e.g. through autistic spectrum training, attachment disorder training or providing autism friendly classrooms.
2. Purchase equipment that supports children with additional needs e.g. coloured over-lays for pupils to aid their reading or pencil grips to help with fine motor skills.
3. IT software to support learning e.g. Clicker and Mathletics.
4. IT hardware to help pupils e.g. Ipads, coloured keyboards making letter/number identification more accessible.

Our aim is to work with parents/carers and pupils to listen to what is needed so we can offer a fully inclusive learning environment.  We welcome ideas and input from home as a close working partnership helps us provide the best support for our provision in maths for SEND pupils .

THE RANGE OF PROVISION PROVIDED FOR PUPILS WITH SEND

The main methods of provision made by the school are

• through a differentiated curriculum
• Full-time education in classes, with additional help and support by class teacher
• Periods of additional support by  teacher
• Small group/individual work with support staff
• In-class support with adult assistance
• Support from specialists within a class or as part of a specified programme

MONITORING PUPIL PROGRESS

Teaching SEN pupils is a whole-school responsibility. The core of the teachers’ work involves a cycle of planning, teaching and assessing, taking into account the differences in pupil’s abilities and interests. Some pupils may need increased levels of provision and support. Progress is the crucial factor in determining the need for additional support.

Adequate provision is needed which:

• Narrows the attainment gap between the pupil and their peers
• Prevents the attainment gap widening
• Is equivalent to that of peers starting from the baseline
• Equals or improves the pupil’s previous rate of progress
• Ensures full curricular access