Special Educational Needs and Disability

The Ferncumbe School is an inclusive school and offers the following range of provision to support children who have been identified as having SEND.

INTERVENTION

Social Skills programmes/support including strategies to enhance self-esteem

  • Social groups for targeted children e.g. Lego club, Circle of friends, counselling and friendship groups.
  • Specialist support working with individual children with specific needs
  • One to one support where appropriate

Transition programme to support induction at new schools and transition to new classes (nursery to KS1; KS2 –KS3)

Access to a supportive environment

Visual timetable for all classes and communication in print throughout the school

Pre teaching and review of strategies and vocabulary

Flexible teaching space (one to one or group work)

Booster groups to support and target learning needs.

Strategies / programmes to support speech and language

  • Support and advice from a Speech & Language Therapist i.e. specific resources
  • Delivery of a planned Speech and Language programme from a learning support assistant following advice from a Speech and Language Therapist

Mentoring activities

  • Use of learning partners during whole class and group sessions
  • One to one support through counselling
  • One to one mentoring through Support SENCo

Access to strategies / programmes to support Occupational Therapy / Physiotherapy needs

  • Support and advice from Occupational Therapist and Physiotherapists
  • Delivery of planned Occupational Therapy / Physiotherapy
  • Specific resources to support individual needs eg. Writing slopes / posture supports/ pencil grips/ wobble cushions

Strategies to reduce anxiety / promote emotional wellbeing (including communication with parents)

  • Meet and greet sessions at the start of each day for individual pupils
  • Home / school communication books as appropriate
  • Referral to CAMHS
  • Referral to Educational Psychologist
  • Referral to EIS (early Intervention Service)
  • Access to Counselling
  • Planned programme of support from Learning Support Assistant for individual children
  • Access to Warwickshire Inclusion and support Service for individualised support.

Strategies to support / develop literacy inc. reading

  • Small group and one to one support in class
  • Withdrawal in a small group or one to one for literacy intervention programmes such as Early Literacy Support, Phonics Groups & RWInc, Get Writing, Toe by Toe and Fresh Start and pre-teaching.
  • Support from teacher and learning support assistant on specific IPM targets

Strategies to support / develop numeracy

  • Small group and one to one support in class
  • Withdrawal in a small group or one to one for numeracy intervention programmes such as Numicon, Mathletics, Plus 1, Power of 2, Time and Tables support.
  • Support from teacher and learning support assistant on specific IPM targets

Strategies to facilitate / support access to the curriculum

  • Class provision maps highlighting wave 1 Quality First Teaching.
  • Provision maps for pupils with specific needs (wave 2 and 3)
  • Small group and one to one support in class from learning support assistant / teacher to manage access through support and modified resources
  • Specialist equipment, as appropriate
  • Support from teacher and learning support assistant on specific IPM targets through the curriculum

Strategies / support to develop independent learning

  • Use of visual timetables
  • Pre teaching and review of content and vocabulary
  • Access to ICT/ dual keyboard
  • Specific targets in IPM’s
  • Managed transition programme for moving to secondary school

Support / supervision at unstructured times of the day including personal care

  • Trained staff in behaviour management and first aid
  • LSA’s supporting pupils with severe and complex needs

Planning and assessment

  • Individual Provision Maps
  • Individual targets
  • Termly review of IPM targets with parents
  • Differentiated activities to meet individual needs
  • Formal annual review for children with Statements

Liaison / communication with professionals / parents, attendance at meetings and preparation of reports

  • Liaison with a wide range of professionals e.g. EIS/ Ed Psych. / Speech and Language Team/IDS/Occupational Therapists/physiotherapists/counsellor/Family Support worker
  • Regular review meetings with parents
  • Parents and Carers invited to attend all review meetings or provide their views

Access to medical interventions

  • Strategies for the use of personal medication
  • Individual care plans for children with significant medical needs and allergies
  • Provision of aids and resources to support the learning of individual pupils with specific needs as specified by professionals
  • Access to the School Nurse
  • Risk assessments in place for individuals, if specified by professionals
  • Staff first aid trained
  • All staff Epipen trained

Accessibility

  • Ramps, disabled toilets, hygiene room.

For further detail on SEN please refer to the SEN Policy. For children with severe and complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, and referral to the authority for an Educational Health Care Plan. (EHCP)