A broad & balanced curriculum

How we make sure that children with SEND enjoy a broad and balanced curriculum

We provide a curriculum that is broad, balanced, motivating and accessible to all children. We want our exciting curriculum to be one of the many reasons our children love coming to school!

We work hard to ensure that all of our children achieve in lots of different ways as well as academic learning – for example, in drama, sport, music, dance, showing leadership and taking on responsibilities.

We encourage children with SEND  to play a full part in the life of our school. Children with SEND are represented on our school council along with their non-SEND peers. Taking these responsibilities helps children to communicate more confidently with other children.

We arrange educational visits and journeys and make sure that all of our children can take part. We do a risk assessment and when necessary make reasonable adjustments to plans and arrangements. For example, if a child with restricted mobility could not manage a walk to a trip, we would provide a vehicle to transport them to the venue so they would not miss out on the learning experience

Our Provision Map shows additional specialist interventions to accelerate children’s progress in, for example, reading, writing and mathematics: we choose these after looking carefully at the research on “What works?”

These sessions run for a limited time – for example, sometimes 12 weeks, frequent (for example four sessions a week) and short (for example 20 minutes). They are well taught by a trained Teacher or Teaching Assistant.

The leader of SEND monitors the quality and effectiveness of these interventions every term.

We measure a reading level at the start of a reading intervention and then assess progress over time and levels of attainment. If a child is not making sufficient progress and/or is falling short of national expectations, we will consider other forms of support in discussion with you and your child.

We also adapt the curriculum to include children with SEND, for example:

  • Providing quiet time out for a student with emotional needs.
  • Providing a visual timetable and clear explanations of tasks for children with autistic spectrum disorder.
  • Providing assistive technology (including where necessary Augmentative and Alternative
  • Communication) to ensure effective communication.

Additional staff provides support for learning in and out of the Classroom and sometimes in small groups away from the main part of the lesson for a short period of time. These staff include:

Staff
Teaching Assistants

Examples of what they do
In-class support working with a child with an EHCP.

Small group support for mathematics.

Staff
1:1 Support Teacher for Reading, Writing and Maths in KS2

Examples of what they do
One-to-one support – work with a child for four 40-50 minutes sessions a week for typically a half term. Addressing gaps in learning in a specific curriculum area. Work usually based around topic being studied in class.

Staff
Reading support Teacher in EYFS* and KS1

Examples of what they do
Small group and one-to-one support for reading both in and out of class.

Staff
Pastoral Support Officer

Examples of what they do
Supports children with emotional or behaviour difficulties. Work done in class, or 1-1 and small group out of class. Focus on building confidence, self-esteem,

co-operation and sharing skills