Special Educational Needs and Disability

 

Special Educational Needs Co-ordinator (SENDCo)

 

 

 

Assessment

 

All students are assessed upon entry to New Heights Primary School to ensure we provide appropriate targeted support. We use:

 

  • Transition data and information
  • GL Maths assessments
  • GL English assessments
  • Salford reading and comprehension tests
  • Thrive assessments
  • Half termly teacher assessments

 

If necessary the following further assessments are used:

 

  • SNAP Specific Learning Difficulties assessment
  • SNAP Behaviour assessment
  • Pearson’s Dyslexia screening tool
  • SENISS assessments
  • Educational Psychology assessments

 

 

SEND Provision 2020/21

 

Wave 1: Effective inclusion of all pupils in high quality lessons.

We deliver ‘Quality First Teaching’ through differentiation, personalisation and targeted challenge.

All lessons are differentiated to cater for individual needs and learning styles.

Staff use ‘Pupil profiles’ to personalise lessons for SEND students

 

We differentiate in the following ways:

 

  • By providing small, highly supervised classes ( 8:2 ratio)
  • By content – adapting what students learn and how they gain access to knowledge, skills and understanding
  • By task- allocate different tasks to achieve the same goal
  • By outcome – what is the child expected to produce?
  • By learning needs – Visual, aural, kinaesthetic approaches
  • By time – time allocated for task adjusted to meet the need
  • By scaffolding – writing frames, word lists, visual aids e.g visual timetables
  • By resources – accessible, appropriate and supportive.
  • By technology and aids – use of ICT, overlays and writing ramps to ensure accessibility
  • By peer group support – buddies, group work, peer tutoring
  • By feedback ‘Work Improvement Time’ in lessons to give individual feedback and set individualised goals and targets based on assessment findings.
  • By teaching strategy – focus on the vital role that teacher’s play in facilitating learning and removing the barriers to learning

 

Students are further universally supported through:

 

  • A dedicated class teacher and TA.
  • Weekly parental updates on behaviour and progress.
  • Daily Thrive and ROAR activities.
  • Individual and House points reward system.
  • Reward/Well-being Clubs

 

 

SEND Category

 

SEND CATEGORY

 

Wave 2: Small group interventions.

 

Wave 3: Specific targeted intervention for pupils needing a level of support that is additional and different to that provided for the rest of the class.

 

Cognition and Learning

 

This can include:

 

·        Reading and spelling

·        Learning new information and concepts

·        Working with numbers

·        Working memory

·        Concentration

·        Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D.

·        Small group English intervention sessions.

·        Small group Literacy, Phonics and Reading sessions.

·        Small group Numeracy programmes e.g. RM Maths.

·        Memory strategies activities

·        Auxiliary aids- coloured overlays provided, handwriting pens, Laptops and Time out passes.

·        1:1 support for literacy or numeracy with a TA OR SENDCo.

·        National 1:1 tutoring programme for English and Maths

·        1:1 ADHD Foundation therapy sessions

·        Exam concessions( Access arrangements) at KS2

·        ADHD pathway referral

·        Pearson’s Dyslexia screening test

·        SNAP SpLD screening tool assessment

·        Advice from SENISS

·        Advice from Educational Psychologist

·        Application  for an EHCP if appropriate

Communication and Interaction

 

This can include:

 

·        Understanding language.

·        Using language.

·        Understanding how to communicate socially with other people.

·        Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay.

·        Stammering – advice given to families about how to access support from outside agencies.

·        Visual timetables

·        Use of visual support in lessons

·        TA Time-out support

·        Speaking prompts

·        Social skills small group work.

·        Lego therapy sessions

·        Art therapy sessions

·        Equine therapy sessions

·        Lunchtime Nurture club

·        ADDvanced Solutions family and group interventions.

·        EHAT support

·        1:1 TA support

·        1:1 ADHD Foundation therapy sessions

·        Exam concessions at KS2

·        Speech and Language referral

·        Occupational Therapy referral

·        Advice from EP or Speech and Language Assessment Team

·        ASD pathway referral

·        Advice from Educational Psychologist

·        Applications for an EHCP if appropriate

Social, Emotional and Mental Health

 

This can include those who experience short but significant periods of high anxiety, stress, distress or anger that affect their education.

 

It can also include students who have a range of longer-term recognised mental health conditions.

 

Issues can include:

 

·        Attachment

·        Forming and maintaining relationships

·        Bereavement

·        Attitudes to attainment

·        Attendance

·        Self-esteem and confidence

·        Reflection and restoration sessions

·        Individualised and /or modified timetable

·        Pastoral support sessions with TA

·        Daily Thrive sessions

·        CAMHS ROAR interventions

·        Time out card/ sessions

·        Group Counselling sessions.

·        Selected Well-being programme

·        Lego therapy group work

·        Art therapy group work

·        Equine therapy group work

·        EHAT support

·        CAMHS/Seedlings- 1:1 counselling referrals

·        Access arrangements-Exam concessions at KS2.

·        EWO support

·        ADHD Foundation 1:1 therapy sessions

·        SNAP-Behaviour assessment

·        SENISS assessment

·        Educational Psychology assessment

·        Targeted support services 1:1 sessions

·        Everton in the Community 1:1 sessions

·        Application for an EHCP if appropriate

Physical and Sensory

 

This can include:

 

·        Vision

·        Hearing

·        Gross motor co-ordination

·        Fine motor co-ordination

·        Self-organisation for daily living

·        It includes conditions such as cerebral palsy, physical injury, dyspraxia

·        Additional fine motor skills practice

·        Handwriting support sessions

·        Supported movement through the school e.g. early exit passes.

·        In-class support for supporting access and safety when necessary.

·        Auxiliary aids to support learning such as writing ramps, ear defenders, visual timetables.

·        Modification of timetable when necessary.

·        EHAT support

·        1:1 support where applicable

·        Exam concessions at KS2

·        Occupational therapy referral

·        Use of ICT available in all lessons

·        Educational Psychology assessments

·        School nurse support

·        Application for an EHCP if appropriate

 

 

 

 

 

 

 

 

 

 

 

 

ADDvanced Solutions

 

Our Spring/Summer Half Term Offer for families and supporting professionals.

We are happy to introduce our offer for the Spring/Summer half term 2021. You can find each newsletter below by clicking the link to the relevant area. Our What’s On newsletters contain the details of our groups, programmes and learning workshops that we have running for this half term.