Contact Details

Beaminster

St Mary's Academy

Where children come first; belonging and building together

Respect

Trust

Kindness

Friendship

Responsibility

Trust

How do we support learners

HOW DO WE SUPPORT LEARNERS?

 

SEN provisions across the school are implemented as part of the Gradual Response; an Assess – Plan – Do – Review cycle that includes the child, parent / carers / teacher / SENDCo and other professionals where necessary.

 

There are a range of evidence- based interventions being run throughout the school day that support children across the four areas of need. These targeted interventions are in addition to the universal provision that is offered to all learners and they will vary according to Key Stage and individual need.

 

Area of need

Intervention

Focus

Cognition and Learning

Read Write Inc. Small group sessions

Phonics

 

Additional speed sounds

Phonics

 

Tricky Word Tamer

Spelling

 

Daily 1:1 reading

Reading

 

Words First

Reading

 

Small group maths

Maths

 

 

 

Communication and Interaction

Show and Tell

Speech and Language

 

SALT programmes

Speech and Language

 

Movement Mentor

Social Communication

Social, Emotional and Mental Health

ELSA

Social and Emotional Literacy

 

Settle to Learn

Mindfulness/ Learning Behaviours

 

Zones of Regulation

Emotional Regulation

 

Resiliency Scales

Emotional health

Sensory and Physical

Squiggle Whilst You Wiggle

Gross Motor

 

Funky Fingers

Fine Motor

 

Sensory Circuits

Sensory regulation

 

Movement Mentor

Sensory co- regulation

 

 

Teachers also have a range of strategies to deploy when they feel that a learner needs support in the classroom environment. These are usually planned provisions, but can be flexible and adopted when needed:

 

Area of Need

Strategy

Cognition and Learning

Visual reminders and aids

 

Tasks chunked into smaller parts

 

Scaffolding

 

Differentiated questioning

 

Extension tasks

Communication and interaction

Visual aids

 

Visual timetables

 

Now and Next boards

 

Clear expectations

 

Written tasks

 

Instruction checking

Social, Emotional and Mental Health

‘Check- in’ time

 

Zones of Regulation

 

1:1 adult time

 

Restorative practices

Sensory and Physical

Sensory breaks

 

Fiddle toys

 

Adapted seating

 

Individual work stations

 

 

HOW DO WE DEVELOP OUR SKILLS?

 

Staff are continually improving their practise by researching, networking and undertaking Continuous Professional Development. These are some recently completed and upcoming training courses:

 

Area of Need

Course

Staff

Cognition and Learning

Mixed Age Teaching

All teachers

Specialist Teacher training sessions

SENDCo

Dyslexia webinars

All staff

Communication and Interaction

Clinical Psychologist Q&A sessions

Mrs. Kenway

SENDCo

 

ASC webinars

All staff

Social, Emotional and Mental Health

National Educational Leaders in Mental Health and the Level 4 Qualification in Mental Health Aware Leadership

SENDCo

Trauma Informed Schools

SENDCo

Dorset Steps

SENDCo

Relational Network

SENDCo

Sensory and Physical

Improving Children’s Sleep (ACAHMs)

SENDCo

First Aid

Key staff

OPAL

Mrs. Kenway

 

 

WHAT DOES AN SEN LEARNER’S SCHOOL DAY LOOK LIKE?

 

In order to gain a really clear picture of how our SEN children learn I termly choose one EHCP or SEN support child for an ‘In their Shoes’ session: I follow a learner as part of my Learning Walks and see what their school day is like. Staff use the PACE approach (Playfulness, Acceptance, Curiosity, Empathy) when relating to children in class and this forms part of my observations.

 

Here are some extracts from an Autumn term ‘In their Shoes’ session:

 

“Child X chose to lie on the floor whilst the other children began their task. Staff A lay down on the floor next to child X and used the PACE approach (Playfulness, Acceptance) to encourage the child back to their learning. The child responded immediately and went to their individual desk to begin the task. Staff A sat with the child to discuss the task and check for understanding; Child X engaged with the discussion and when given a 10 minute timer to work, did so”

 

“Child X had finished the 10 minute task and began to become unfocussed. Staff B brought over a piece of rosemary for the child and suggested he smell it (Curiosity and Empathy). Child X became focussed on the rosemary and sat down at his desk before completing some more work”.

 

“Child X had completed some good quality learning but seemed overwhelmed with the learning talk in the classroom. Adult B offered the child a movement break (Empathy) and took them outside to engage in some sensory activities”.

 

How do we monitor the impact of SEN provision across the school?

· Success Plans are regularly reviewed by all relevant staff to ensure that effective provision is being provided

· All EHCP students and their parent / carers are invited to yearly reviews

· All SEN students and their parent / carers are invited to regular Success Plan reviews

· Interventions are monitored in order to track efficacy

· Learning Walks and Book Looks are carried out by the SENDCo

· Pupil Progress meetings are attended by the SENDCo

· Teacher and SENDCo assessments are carried out and used to inform planning

 

These elements are used to inform the Graduated Response to SEN provision which takes the form of an Assess – Plan – Do – Review cycle.

Top