Types of SEND provision

Moderate Learning Difficulties –

Difficulties with memory, information processing, comprehension, phonological skills

Provisions:

  • Broad and balanced curriculum, differentiated appropriately to meet the needs of individuals
  • Some students are taught in the nurture group and/or Learning Support Unit (LSU)
  • KS3 students have ‘skills’ lessons which are focused on developing soft skills and life skills
  • Alternative KS4 curriculum/qualifications which have included access to vocational studies at college as well ASDAN, Prince’s Trust, Functional skills and Step-up qualifications.
  • Additional targeted interventions delivered by SEN support staff.

Speech, Language and Communication –

Difficulties with understanding and using language, social interaction, difficulties including Autistic Spectrum Disorder

Provisions:

·         Advice and support from speech and language therapists and STARS – Specialists Training in Autism and Raising Standards

  • Specialist withdrawal interventions
  • Socially speaking groups
  • Access to Learning Support Unit during social times
  • Visual timetables and social stories

Social, Emotional and Mental Health 

Difficulties with managing emotions; displaying troubling or withdrawn behaviour, anxiety or eating disorders, ADHD

Provisions:

  • Additional pastoral support from key worker
  • Targeted mentoring/intervention sessions
  • Counselling support
  • Access to LSU during social times
  • Emotional literacy intervention
  • Advice and support from CAMHS (Child and Adolescent Mental Health Service) and targeted services to support families.

Physical, Sensory and Medical 

Hearing or visual impairments and physical disabilities

Provisions:

  • Alternative forms of communication including Makaton
  • Additional opportunities for hands-on learning e.g. use of Numicon, foam letters etc.
  • Adaptations made to the learning environment
  • Additional use of specialist equipment e.g. writing slopes, magnifying glass, bold-lined exercised books with larger spaces between the lines
  • Creation of risk assessments, including personal emergency evacuation plans, if appropriate
  • Evacuation chairs for students with physical disabilities
  • Access arrangements including modified papers