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.

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:

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:

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

In order to gain a really clear picture of how a child with SEND might 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.