How Does School Provide For Children With SEND?

1.  What types of support may be suitable and available for my child?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014:

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health
  • Sensory and/or physical needs

At Thomas’s Academy we have a three-tiered approach to supporting a child’s learning.

Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.

Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of: a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

  • Specific targeted one-to-one or small group interventions may be run outside the classroom. These will be limited to a number of weeks to minimise disruption to the regular curriculum. You will be kept informed by the class teacher of your child’s progress towards learning outcomes.

Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, pupil inclusion development service, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through an EHC Plan.

The table below shows all the interventions that are currently provided at Thomas’s Academy:

Whole School Intervention / Provision Mapping Document

Area of Need Universal Targeted Specialist Support
(SEN, Statement/EHCP)
Cognition & Learning * Differentiated curriculum planning, activities, delivery and outcome
* Pre-teaching
* Visual timetables
* Illustrated dictionaries
* Use of writing frames
* Access to ICT
* In class support from TA
* Focused group work with CT
* Use of visual aids/modelling
* Streamed Phonics Groups
* 1:1 Reading Volunteers
* Read, Write Inc. Phonics Scheme
* English and Maths 5 minute Number Box
* Talk for Writing
* Individual reading / spelling with TA/CT
* Guided Reading
* Maths Whizz
* Project X code- reading intervention
* Intense English and Maths support.
* Additional phonics training
* Input from SLIT (hearing impaired, English, Maths)
* Input from Speech and Language Therapy
* Psychology in Education
* Jack Tizard Outreach
Service (children with severe delays)
* Queensmill Outreach Service
(children with ASD)
Communication and Interaction * Differentiated curriculum planning, delivery and outcome
* Structured school and class routines. (e.g. Whole body listening)
* Group games
* Makaton
* EY and Year 1 access ‘Talk Boost’ which is programme led by Learning Talking to support young children’s speech and language.
* In class support from TA with main focus supporting speech and language
* Social and Communication Skills group
* Simplified language, increased visual aids/modelling etc.
* Visual timetables
* Use of symbols and cue cards
* Speech and Language support from SALT followed up in school through programmes and targets
* ‘Learning Talking’- who are a company who lead 1:1 and group work on speech and language
* Input from Queensmill Autism Outreach Service
* Support for alternative forms of communication –e.g. Makaton and PECS (SALT to advise on both of these)
* Visual timetables
* Photo Sequence cards displayed in class
* Sensory games to encourage vocabulary and language skills
* Speech and Language Impairment Team (SLIT) input
Social and Emotional Mental Health * Whole school behaviour policy
*  School House Points System and Sanction system (see Behaviour Policy)
* Vivo stars
* Golden time
* PSHE/SEAL/Circle Time
* Just Stop and Think! By Fiona Wallace ( see Clare for this)
* Learning Mentor to deliver need specific/personalised intervention
* Individual behaviour Chart (shared drive)
* Behaviour Contracts and agreements (see Clare)
* Regular meeting with parents or use of a Communication Book
* Implement a Risk Plan and Procedures form
* Learning Mentor
* Meditation sessions
* Individual Behaviour Chart
* Input from PIDS
* Read or create Social stories
* Nurture sessions
* Social Skills group
* Regular meeting with parents or use of a Communication Book
* Implement a Risk Plan and Procedures form
* Support from Primary Mental Health Worker
Sensory and Physical * Flexible teaching arrangements. Staff aware of implications of any impairment.
* Use of ‘School Sensory Room’ and resources
* Flexible teaching arrangements. Staff aware implications of any impairment.
* Use of ‘School Sensory Room’ and resources
* Motor skills programme from Occupational Therapy
* Chat time
* Use of ‘School Sensory Room’ and resources
* Physiotherapy programme
* Jack Tizard Outreach
* Support from SLIT (Teacher of the Deaf)

2.  How will you support my child to reach his/her learning outcomes?

  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.

3.  How will you help me to support my child’s learning?

  • There may be suggested strategies or activities for you to do at home to support your child’s learning.
  • Throughout the year we run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
  • The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.
  • You may have an opportunity to meet with other professionals involved in supporting your child.

4.  How is support allocated to children and how do they move between the different levels of support in school?

  • Thomas’s Academy receives funding from the Education Fund Agency (EFA). These funds include money to support the learning of children with SEN and/or disabilities.
  • The Head teacher, in consultation with the school Governors, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • The Head teacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.

5.  What support will there be for my child’s happiness and well-being at Thomas’s Academy?

  • At Thomas’s Academy we believe that the happiness and well-being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
  • You can be confident that in particular your child’s class teacher, the teaching assistants, Learning Mentor and the SENCo are available to provide support to match your child’s needs.
  • You should also feel free to contact your child’s class teacher if you have any concerns.