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All teachers are meeting more pupils with special needs in mainstream 4 The Inclusive English Classroom. 42 Addressing SEND in the Curriculum Series.
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Addressing SEND in the Curriculum

We achieved an Outstanding rating. The full report is available from a link on the home page, under the Documents drop down menu. We aim to identify any difficulties a child is having as early as possible. This may be through observations in class or termly assessment.


  • Curriculum | CCEA;
  • Classroom help for children with SEN.
  • Beautiful Mistake.

In many cases, addressing difficulties and putting targeted support in place helps children to overcome difficulties and ensure they make progress. The Code of Practice states that:. Poor attendance and lateness, English as an additional language EAL or a sudden change in home life for example. If, despite this, there is still a lack of progress they will raise this with SENCo and implement individual termly targets.

Classroom help for children with SEN | The Good Schools Guide

These follow the approach of assess, plan do and review. Assess — class teachers and SENCo will look at a range of assessments reading, spelling, writing, numeracy, classroom observation and behaviour analysis — red slips and agree next steps to support the child. Plan — appropriate strategies and interventions are agreed and put in place and parents are informed.

Do — class teachers and teaching assistants provide appropriate differentiated teaching through group teaching, support or interventions at different times of the day. Review — the impact of targets is monitored termly. Targets are adjusted, revised and updated. If necessary, external agencies may become involved and parents invited in to discuss further support.

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Classroom teaching — all children receive quality first teaching. Teachers will adapt lessons to meet the needs of the child. They will differentiate appropriately and use additional materials and resources to support children. Some children will be taught in smaller groups, with additional adult support. Some children might need support to access learning. This is carefully considered. We want all children to be independent in their learning, so will ensure that children are left alone to learn when appropriate and spend times learning with their peers. Interventions — some children will receive additional teaching.

This might involve additional support for key skills, programmes to support speech and language, reading support, time with learning mentor or small group interventions to support numeracy skills. Staff training — staff are trained to support children with specific needs, including ASD, speech and language difficulties. Staff have access to support from visual impairment teachers and teacher of the deaf. Environmental and reasonable adjustments — classrooms can be adapted to cater for the needs of children with SEN. Adapted resources can also be used, such as scissors, pencils, rulers and modified worksheets and texts.

The school is accessible to wheelchair users and we have disabled toilets. Teachers wear microphones connected to headphones to support children with hearing impairments. Learning mentor support — children will undertake interventions with learning mentor. These might focus on speech and language difficulties, concerns with friendships or difficulties at home. Behaviour support — children might need individual behaviour plans or behaviour charts to help them access learning in class.

Sometimes they work towards individual rewards, which are different to their peers. Trip and visits — all teachers will complete risk assessments ahead of a school trip. Activities are planned and differentiated appropriately. This topical book provides practical, tried and tested strategies and resources that will support teachers in making maths lessons accessible and interesting for all pupils, including….

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