SEND Provision at Farne Primary

Types of SEND and provision available at Farne Primary School


Communication and Interaction

This may include:

• Autistic Spectrum Disorders (ASD)
• Speech, Language and Communication Needs (SLCN)
• Visual timetables to support children to understand what will happen and when
• Support during times of stress or anxiety.
• Use of ICT where possible to reduce barriers to learning.
• Support or supervision at unstructured times of the day eg break time and lunchtime where appropriate.
• Rewards of golden time/peer interaction for individual pupils.
• Resources to support pupils with speech and language difficulties eg, word banks, visual prompts.
• Small group or one-to-one support for developing pupils speech, language and communication following programmes of work provided by outside specialists such as speech and language therapists.
• Resources to reduce anxiety and promote emotional wellbeing eg. fiddle toy, stress ball.
• Use of individualised reward systems to promote learning and enhance self-esteem.
• Provide areas with reduced distractions and low stimulus.
• We access the expertise and advice of the local authority Speech, Language and Communication Team.

Social, Emotional and Mental Health Difficulties

This may include:

• Social Difficulties
• Mental health conditions
• Emotional difficulties

Excellent pastoral care:

• Clear sanctions and rewards are followed to offer pupils structure and routines (See Behaviour Policy).
• Risk assessments are carried out to ensure the safety and inclusion of all pupils in all activities.
• Create behaviour management plans where necessary, to ensure children can access the curriculum and all children remain safe.
• Referrals to specialists outside of the school where appropriate (Educational Psychology Service, CAMHS, CYPS, Behaviour Support).
• Small group or one-to-one targeted programmes are delivered to pupils to improve social skills. emotional resilience and behaviour eg School Counselling service, Nurture Groups, Key member of staff for support.
• Opportunities to attend residential trips in Year 6 which help to develop social, emotional and behavioural resilience, promoting independence.

Cognition and Learning Needs

This may include:

• Moderate Learning Difficulties (MLD).
• Specific Learning Difficulties (SpLD) – dyslexia, dyscalculia, dyspraxia • Strategies to promote and develop literacy and mathematical skills with increasing independence.
• Targeted small group support in class from the class teacher and teaching assistant.
• Small group or one-to-one intervention programmes are delivered to improve skills in reading, writing and maths eg. Rapid Reading, Direct Phonics, Power of 2, Read Write Inc, Toe by Toe.
• Small group differentiated daily phonics teaching for Reception, Key Stage 1 and some key Stage 2 pupils at their level of phonic acquisition.
• Use of ICT where possible to reduce barriers to learning eg., Nessy, Success Maker.
• Use of support materials and resources such as Numicon, addacus.
• Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical.
• Strategies and resources to support dyslexic pupils eg. coloured overlays for reading, word banks to support spelling of key words.
• Additional processing/thinking time for responding to questions, completing tasks, sharing ideas.
• Multi-agency involvement with the family as required.

Sensory and/or Physical Needs

This may include:

• Hearing Impairment (HI)
• Visual Impairment (VI)
• Multi-sensory impairment
• Physical Disabilities
• Medical Needs • Staff work with specialists from outside the school during relevant training and professional development to support children with significant medical needs.
• Strategies and programmes of work from the Occupational Therapy Service are followed for children with physical difficulties to support the development of gross and fine motor skills in the classroom and around school.
• Physical aids or resources where necessary or where advised by specialists eg, pencil grips, spring scissors, therapy putty.
• We provide support with personal and intimate care if and when needed.
• We make every effort to be as accessible as possible, for example, disabled toilet facilities, accessible ramps into school (See Accessibility Plan).
• Our staff understand and apply the medicine administration policy. Designated first aid trained staff are assigned to break, lunchtimes, trips or visits, etc. (See Administering Medicines Policy).
• Additional handwriting support through targeted intervention programmes eg. Write from the start.
• One-to-one support for gross and fine motor skills in the classroom as and when required.
• Alternative ways of recording ideas, writing and investigations.