We adapt the curriculum and learning environment for pupils with SEN:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Some examples of additional provision, which could be suitable for a child with SEND might include:
- Some individual teaching, following dedicated programmes to address specific needs, e.g. small group focus work to address shared issues, e.g. fine and gross motor skills groups.
- Additional resources to enable better access to the curriculum, e.g. pencil grips, writing slopes, coloured overlays etc. Professional advice taken from Educational Psychology or the Cognition and Learning team.
- Thorough assessments undertaken by school staff or professionals
- Specialist interventions, e.g. Occupational Therapy, or Drawing and Talking tailored to the unique needs of individual children.
- Skilled and dedicated Early Years Practitioner (EYP) and Learning Support Office (LSO) support within the class, in order for the work to be further differentiated to meet exact/additional needs. This is applied for and approved by Durham County Council’s SEND panel. Evidence is sought by Nursery and home and submitted to panel where they decide how much funding, or hours of support from an LSO, will be given to each SEND pupil.
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.
