Avishayes Primary School & Early Years Centre SEN Provision Map September 2020

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Avishayes Primary School & Early Years Centre SEN Provision Map September 2020

Wave1 Universal

Managed by class teacher

Wave 2 SEN Support Some children

Additional targeted support

Managed by class teacher and SENDCO

Wave 3 High Needs A few children

Support for complex and long term difficulties

Managed by Class teacher, SENDCO and other professionals

Needs

 Quality First Teaching for all children.

 Managed by Class teacher

 In addition to Wave 1

 Learning Passport discussed with parents

 SEN Support Plan – including

individual targets based on next steps

 Differentiated planning and resources

 Additional planning for transitions

 Including and in addition to Wave 1 and 2

 Multi-professional assessment

 Differentiated planning and resources

 Annual Review

 Educational Health Care Plan

(2)

Wave1 Universal

Quality First Teaching Managed by class teacher

Wave 2 SEN Support

Some children

Additional targeted support Managed by class teacher and SENDCO

Wave 3 High Needs

A few children

Support for complex and long term difficulties

Managed by Class teacher and SENDCO

Cognit ion & L earni n g

 Quality First differentiated planning and teaching

 Some class based small guided group led sessions

 Targeted adult support

 A range of teaching approaches used to support all learning styles

 Effective marking and feedback with specific and clear next steps/targets

 Thinking Partners/ Threes

 5 Rs behaviours for learning

 Individual learning targets

 Vocabulary development – Word of the Day

 Sustained Reading

 Small group handwriting sessions

 Connective Model for Maths

 Seating Position considered

 Letters and Sounds Phonics including handwriting (KS1)

 Spelling and handwriting sessions (KS2)

 RWI Spelling

 Use of technology: Interactive Whiteboards, ipads, specific learning apps

 Coloured overlays and tracking rulers

 A wide range of learning aids For example:

Lit: word mats, dictionaries, working walls Maths: numicon, number beads, number lines, My Maths, working wall

 1:1 RWI phonics , small group phonics, small group reading

 Dyslexia Tracking and Guidance Booklet

 More individualised 1:1 RWI Phonics

 ELS intervention for phonics and writing

 Precision Teaching

 Small group booster sessions for literacy and maths using a range of materials (Teacher and TA led)

 1:1 reading

 Individual/small group EAL support, advised by EMAS Range of resources used including Racing to English

 Pre-teach/over teach vocabulary (teaching assistant supported)

 Individualised Literacy Intervention (ILI)

 Including and in addition to Wave 1 and 2

 Additional Small group/individual guided sessions focusing on needs led provision that are delivered with increasing regularity

 Highly specialised precision teaching programme

 Some specific individual literacy provision in line with severity and complexity of need

 Some specific individual numeracy provision in line with severity and complexity of need

 Supported and adapted recording methods

 Possible ICT equipment

 Communicate in Print to support an individual timetable

 Clicker 6 differentiated tasks

 Guidance provided by Learning Support Service

 Guidance provided by Ed Psych

 TEACH tray of activities for individualised learning.

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Wave1 Universal

Quality First Teaching Managed by class teacher

Wave 2 SEN Support Some children Additional targeted support Managed by class teacher and SENDCO

Wave 3 High Needs A few children

Support for complex and long term difficulties

Managed by Class teacher and SENDCO

C o mmu n icat io n & I n te ract io n

 Somerset Total Communication Environment

 Drama & role play activities as part of lessons

 Assemblies, singing, music lessons, school performances

 ICT resources and programs to aid and support recording, apps

 Visual Timetables visual resources and prompts

 Talk For Writing structure story retelling

 Visual Prompts (eg. by peg, remember your…)

 Writing Frames/Recording Frames

 Chunked Instructions

 Repeating of correct language

 Targeted adult support from teacher and TA

 Talking partners/ threes

 Individual/small group visual timetable

 TEACHH methods (e.g. Now & Then chart)

 Digital/Sand Timers

 STC used in classroom and by adults

 Progression Tools Communication Trust

 Adults role model appropriate skills

 Structured and monitored learning

environments to prevent sensory overload Autism Education Trust

 Ear defenders

 Support with transitions

 Access to The incredible 5 Point Scale

 Pre-teach/over teach vocabulary (teaching assistant supported)

 Circle of Friends

 Black Sheep Press resources ( Speech and Language)

 Speech Link Black, Red, Blue & Amber Programmes

 Time to Talk (KS1)

 Socially Speaking Group (KS2)

 Talkabout group (KS1 & 2)

 Social stories

 Additional adult support at transition times in the SEN HUB/ DURING -COVID 19 additional transition time and nurture activity in class.

 Individual support for Social Stories

 Individual visual timetable

 TEACH approach with some parts of the curriculum.

 Use of The incredible 5 Point Scale

 Including and in addition to Wave 1 and 2

 Individualised programmes & resources for communication based on SALT advice, increased in duration and frequency

 Individual visual timetable

 Individual work station

 Safe place for calming activities

 SEN HUB for transition and individual group work. / DURING COVID-19 HUB IS CLOSED

 Individual social interaction and communication support

 Writing with Symbols/Communicate in Print to support an individual

 Clicker 6 (ICT)

 Guidance provided by Speech and Language Therapist

 Guidance provided by Autism and Communication Team

 TEACH approach set up as discussed with professionals

(4)

Wave1 Universal

Quality First Teaching Managed by class teacher

Wave 2 SEN Support Some children

Additional targeted support

Managed by class teacher and SENDCO

Wave 3 High Needs A few children

Support for complex and long term difficulties

Managed by Class teacher and SENDCO

So ci al , men tal an d emo ti o n al h eal th

 Positive whole school ethos, based on British Values and the Core Learning Values

 Assemblies base on SCARF

 5 Rs behaviours for learning

 Forest School

 Coram Life Education ( SCARF) PHSE curriculum

 Weekly Circle Time

 Philosophy for children ( P4C)

 Whole School Behaviour for Learning policy

 Whole school values

 Rewards and Sanctions eg. Star Learner, promotion ladder.

 Star of the Week

 School Ambassadors

 Extra-curricular clubs

 Yr6 Transition Worker

 In year transition process

 Targeted adult support

 Individual behaviour targets/ plans

 Carefully considered seating plan

 Meet and greet

 Mindfulness activities

 Growth Mindset

 The Incredible 5 Point Scale

 ELSA sessions/ NOT POSSIBLE CURRENTLY THROUGH COVID-19

 Nurture groups

 Behaviour management plans

 Targeted individual/ group

 Physical breaks

 Targeted support through unstructured sessions eg. breaktime & lunchtime

 SEAL small group activities

 Time to Talk (KS1)

 Socially Speaking Programme (KS2)

 Talkabout social communication programme

 Talkabout self-esteem & self-awareness

 Emotional Literacy Programme

 Bereavement Programme

 Additional roles and responsibilities at playtime and lunchtimes

 Group forest school intervention

 Group cooking intervention

 Safe place and calm box

 Art Therapy NOT POSSIBLE DURING COVID 19

 The Incredible 5 Point Scale

 ELSA sessions / NOT POSSIBLE CURRENTLY THROUGH COVID-19

 Behaviour Management Plans/Pastoral Support Plans

 SEN HUB provides provision, when appropriate, to support need throughout each day including break time and lunchtime NOT DURING COVID 19

 Facilitated games & activities throughout the day

 Personalised nurture group interventions

 Personalised forest school intervention

 Personalised cooking intervention

 Emotional Literacy Programme

 Therapeutic Stories

 Safe Place and Calm Box

 Individual Transition Plan

 Guidance provided by Ed Psych

 Guidance provided by SSPS for THRIVE

activities

(5)

Wave1 Universal

Quality First Teaching Managed by class teacher

Wave 2 SEN Support

Some children

Additional targeted support Managed by class teacher and SENDCO

Wave 3 High Needs

A few children

Support for complex and long term difficulties

Managed by Class teacher and SENDCO

Sen so ry & Ph ysi c al

 Handwriting Exercises

 Pencil grips

 Writing slope

 Stress ball

 Sensory cushion/ bean bag

 A posture chair

 Position in class

 Facing child when giving chunked instructions

 Leap into Life (KS1)

 Funky fingers

 Sensory Checklist

 Targeted adult support

 Appropriate exercise books

 Targeted small group to develop letter formation

 Touch typing

 Write from the start handwriting sheets

 Speed Up kinaesthetic handwriting programme

 Targeted small group to develop co-ordination and movement

 Learn 2 Move, Move 2 Learn

 FUNS Cards

 Touch typing

 Adaptations to environment – sensory issues – vision and hearing

 Sensory circuits group work or individual

 Sensory breaks



 Individual Occupational Therapy programme

 Individual programmes/strategies to aid sight and hearing impaired

 Larger screen laptop

 Enlarged resources to appropriate size

 Environmental audit –physical/ vision/hearing

 Specialised equipment provided by PIMS team

 Guidance provided by Occupational Therapist/Physiotherapist

 Guidance provided by Physical and Medical Support Services

 Laptop, IT equipment