12. How are the setting’s resources allocated and matched to children’s/ young people’s special educational needs?

 

  • The type of support, equipment and facilities needed to support children with SEN is led by the child’s individual need. Children with an ‘Education, Health Care Plan’ will have an amount of time to be given as a minimum, to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
  • Equipment is provided on an individual basis.
  • Specialist equipment and resources may be loaned by specialist services such as Occupational Therapy or Inclusive Learning Services if available.
  • Children’s individual needs are assessed and support and resources are allocated based on need. This may include additional group support in class, small group or 1:1 intervention support, specific strategies within the environment, specialised equipment to allow access to the curriculum or social, emotional, mental health support provided from the Extended Home School Link Worker, Miss Hoddy.
  • Use of iPads to enable SEN  pupils to access personalised intervention tasks linked to their passport targets. Staff have also received training on the accessibility features contained on iPads which include magnifying tool, colour overlays and read aloud function.
  • School seek advice on supporting children with more specific or complex needs from Stoke-on-Trent Inclusion Learning Service.
  • School may make direct referrals to a variety of outside agencies including the Speech and Language Service, Occupational Therapy Service, Camhs, New Era (Domestic Violence) and Our Health Nursing Team.
  • Budgets are closely monitored by the Principal to ensure funds and staffing are best allocated to meet the needs of all children. Provision is reviewed regularly to ensure that there has been an impact on pupil progress and this ensures that funding is spent to ensure that all children make at least good progress. This ensures that interventions are appropriately matched to pupil’s needs and are delivered by a team of highly trained teaching support staff.

 

Strategies/Interventions to support with Speech, Language and communication

  • Nuffield Early Language Intervention ( NELI)
  • Spirals
  • Language Steps
  • Asking Good/Specific Questions
  • Talking Partners
  • Time to Talk
  • Talk Boost
  • Word aware
  • Individual visual timetables
  • Topic/word mats
  • Individual programmes provided by Speech and Language Therapists, which are delivered in school by Teaching Assistants.
  • Support from SENCO, Class teacher/ TA and Senior Leadership Team
  • Instructions repeated and broken down into small steps
  • Visual prompts given for tasks

Strategies/Interventions to support/develop Cognition & Learning

  • Differentiated Curriculum
  • Pre-teaching of vocabulary, strategies and concepts.
  • Precision teaching of high frequency words daily.
  • Daily spelling practice of high frequency words.
  • Hornet Literacy
  • Beat Dyslexia
  • Better Reading Programme
  • Switch On Literacy
  • Phonics interventions/boosters
  • Reading Inference Training
  • Targeted Numeracy basic skills sessions e.g. times tables, number bonds
  • Use of Numicon
  • Awareness of learning styles – Visual, auditory and kinaesthetic approach
  • Advice from outside agencies such as E.P, Outreach schools, Occupational Therapist and Inclusion Advisor

Strategies/interventions to support social, emotional and mental health difficulties

  • Daily Meet & Greet
  • Time out/Calm space
  • Incredible 5 Anger/Anxiety Tool
  • Behaviour Contact/Learning Agreement
  • 1;1 Behaviour/Anger Management Programme
  • Coping Strategies
  • Circle Time
  • Circle of Friends
  • Lego Therapy
  • Playground Buddies
  • Parental involvement
  • Home-School Communication Diaries
  • Individual Reward systems
  • Support from SENCO, Class teacher/ TA, Extended Home School Link Worker and Senior Leadership Team
  • My Happy Mind weekly teaching and learning sessions for all pupils from Nursery to year 6
  • Individual Success File
  • Celebration Assembly to raise self-esteem
  • Individual Success File
  • Advice from outside Professionals

Strategies/Interventions to support physical needs

  • Pencil grips
  • Specialist scissors
  • Sloping boards
  • Further differentiation of physical activity (fine and gross motor skill activities)
  • Provision of other specialist equipment & resources as directed by OT
  • Advice from outside Professionals – EP, Outreach schools, Occupational Therapist / Physiotherapist, Medical Team

 

Provision to support access to the Curriculum

  • Prompt and reminder card to encourage and promote independence.
  • Visual, concrete practical resources
  • Use of multi-sensory approaches
  • Pre teaching and over learning of strategies, concepts and vocabulary.
  • Visual timetables.
  • Use of ICT – whiteboards and Ipads.
  • Awareness of learning styles – Visual, auditory and kinaesthetic approach
  • Small group or 1:1 support from Teaching Assistant or Learning Support Assistant
  • Self and peer assessment
  • Support from SENCO, Class teacher/ TA and Senior Leadership Team
  • Advice from outside Professionals

 

  • School seek advice on supporting children with more specific or complex needs from Stoke-on-Trent Inclusion Service and Stoke-on-Trent Psychology Service.
  • School may make direct referrals to a variety of outside agencies including the Speech and Language Service, Occupational Therapy Service, Camhs, New Era (Domestic Violence) and Our Health Nursing Team.
  • Budgets are closely monitored by the Principal to ensure funds and staffing are best allocated to meet the needs of all children. Provision is reviewed regularly to ensure that there has been an impact on pupil progress and this ensures that funding is spent to ensure that all children make at least good progress. This ensures that interventions are appropriately matched to pupil’s needs and are delivered by a team of highly trained teaching support staff.