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1. What kinds of Special Educational Needs does the school make provision for? What type of provision does the school make and how do they know it works?

In our school we make provision for pupils who have any of the needs in the table below. We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. The support in this table acts as a guide but the things we do may vary and actual support will be based on the specific needs of each pupil.

All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.

Cognition and Learning

Children and young people who find learning, thinking and understanding harder than most other pupils.

Some of the things children and young people with these difficulties might find difficult are:

	Take longer to learn important skills
	Find it difficult to remember things such as the important words for reading and times tables
	Find it hard to understand how to use letter sounds to read and spell words
	May need more time to think about their answers

Examples of support available in our school

Teachers change what they are teaching or the way to help the child or young people learn more with the rest of the class
Extra support can be given in a small group by an adult to help the child or young person learn the things they are finding difficult
Extra support can be given to the child or young person by an adult for a short time during the day to support them learn skills
Individual targets set to help show what the child or young person needs help with access to specialist support from a teacher or other professional

How we check it is working

Look at the targets set to see if the child or young person has achieved them
Talk to adults who have worked with the child or young person
Talk to parents
Talk to the child or young person
Use the school tracking system to see how much progress the child or young person has made
Have meetings with other staff in school to talk about how the child or young person is learning
Ask for other professionals to work with the child or young person to check the progress being made
Lexia program used to support reading and spelling.

Communication and Interaction

Children and young people who find it difficult with interacting with the people and world around them.

Some of the things children and young people with these difficulties might find difficult are:

Talking to other adults and or children and young people, especially when in a group

	Talking about a topic they haven’t chosen to talk about
	Making friends or keeping a friend for a long time
	Following rules made by someone else
	Dealing with changes in the way they usually do things
	Dealing with noises, smells or other sensations around them
	Saying the things they are thinking
	Understanding what other people mean when they are talking

Examples of support available in our school

	Teachers change what they are teaching or the way to help the child or young people learn more with the rest of the class
	Use support programmes especially made to help the child or young person to build communication and interaction skills
	Use things in the classroom to help the child or young person understand or deal with things that are happening (for example visual timetables, task boards, social stories)
	Get advice from professionals and specialist staff trained in school to give advice to adults working with the child or young people
	Individual Pupil Profiles so that all staff are aware of what works well with individual children

How we check it is working

	Observations of the child or young person to see if they are communicating or interacting differently
	Look at the targets set to see if the child or young person has achieved them
	Talk to adults who have worked with the child or young person
	Talk to parents
	Talk to the child or young person

Social, emotional and mental health difficulties

Children and young people who find it difficult to manage their emotions and behaviour in a way that affects their daily life.

Some of the things children and young people with these difficulties might find difficult are:

	Following rules set by others
	Sitting still for very long
	Listening to and following instructions
	Understanding how they are feeling
	Making friends
	Dealing with their difficulties in a way that does not cause harm to themselves or others
	Taking responsibility for the things they do

Examples of support available in our school

	Get advice from professionals and specialist staff trained in school to give advice to adults working with the child or young people
	Extra support can be given in a small group by an adult to help the child learn about how to help themselves
	Extra support can be given to the child or young person by an adult for a short time during the day to let them talk about the things that upset them
	Individual targets set to help show what the child or young person needs help with
	Friends for Life program for identified children, support children with transition. Friends with Feelings

How we check it is working.

	Observations of the child or young person to see if they are coping better in school.
	Talk to adults who have worked with the child or young person
	Talk to parents
	Talk to the child or young person

A Learning Mentor to work with the child and parent in small groups or 1:1

Sensory and/or physical needs

Children and young people who have a disability that may make it difficult for them to manage their everyday life without change or support

This may be because of hearing or visual difficulties, physical disabilities or other medical needs.

Some of the things children and young people with these difficulties might find difficult are:

	Hearing what others in the classroom or school setting are saying
	Reading words on books, worksheets or whiteboards that are not made bigger or changed to help them
	Moving around without the aid of a walking aid or wheelchair
	Using pencils, scissors, knives and forks and other things that we need to use without changes or support
	Taking medication without adults helping them

Examples of support available in our school

	Professional advice from specialist staff
	Physiotherapy
	Support from outreach services such as the hearing or visual impairment or physical disability teams
	Specialist equipment
	Motor groups
	Adaptations to the school environment where possible

How we check it is working.

	Monitoring that the child or young person has full access to a broad and varied curriculum
	Observations of the child or young person within the school environment
	Talk to adults who have worked with the child or young person
	Talk to parents
	Talk to the child or young person