A. Each child is unique therefore the support that a child receives will depend on their individual level of need and the area of need.
Support for learning difficulties:
Literacy/ Numeracy and other curriculum areas:
Quality First Teaching: the class teacher will be expected to differentiate activities so that they are accessible to all. This may be by providing additional resources such as an electronic spellchecker or access to a computer for word processing instead of hand writing or simplifying the task for example.
Small group targeted work: the teacher will target identified pupils to enable them to close the gap. This may involve extra homework or additional teaching time.
Setting /reduced class sizes: where appropriate the school will make use of ability grouping and reduced class sizes in order to address learning needs.
1:1 tuition: if necessary staff in school will target specific pupils in order to accelerate progress and close the gap.
Additional classroom support: All classes are supported by dedicated and able teaching assistants. They are directed by class teachers and can provide support for pupils with additional needs through working with a small group or working 1:1 if necessary.
IEP support: Teaching assistants also support pupils with additional needs through 1:1 or small group support working on their Individual Education Plans.
Specific interventions: The school uses a range of interventions designed to close the gap these include: Rapid Reading, Maths Toolkit, Precision teaching, Cued spelling, Language Land.
Reduced content curriculum: Where appropriate the school will adjust the content or hours of the school day in order to meet the needs of pupils.
Support for social/behavioural/emotional difficulties :
Our learning mentor ( Mrs L Johnson) works tirelessly with identified pupils to remove barriers to learning, including social,behaviour and emotional difficulties. This is offered in many forms dependent on the needs of the child. It may be through 1:1 counselling work or small group work on developing friendships, self-esteem or giving specific support to individuals such as bereavement counselling or anger management. Pupils at Story Wood are also supported through:
Close monitoring :through computerised programme - Behaviour Watch : behaviour is tracked and monitored on a daily basis to identify needs and patterns
Additional support : some pupils will require additional adult support in class
Specific interventions : the school uses a variety of interventions to address behaviour/social /emotional difficulties such as TAHMS Fun Friends/Friends for Life
ASD support: from lead practitioner Miss D Phillips. Lunch time supervisors have undertaken level 1 ASD training and are aware of specific pupils.
Extensive programme of lunch time clubs / extra-curricular clubs: run by both school staff and outside agencies such as Urban Devotion Group. Children with difficulties are identified and directed into a wide range of clubs such as Jabadao, social skills groups etc.
Social skills groups: Forest schools programme designed to improve social skills, raise self-esteem, build confidence.
Use of behaviour diaries: children who require closer monitoring have an individual daily behaviour diary which is shared with parents.
Use of reward systems: in line with the behaviour policy there are various reward systems in place including housepoints, certificates, Perry points, treats from the Golden Box. Where necessary children have individual sticker/merit charts.
Use of PATHS programme across the school promotes social skills and emotional literacy
Use of the multi-sensory room: for providing a calm environment for pupils to calm down and/or relax.
Support for children with medical needs:
Where pupils have a recognised medical need the SENCO will discuss these needs with the parent, pupil and child’s class teacher as appropriate. This may mean that the child will require:
An individual care plan which can be drawn up in consultation with parents and health care professionals
Access to medication ( in accordance with our medicines policy)
Staff to be specifically trained ( for example to use an epipen for allergic reactions)
Adjustments to be made to adapt the environment to ensure access.
Adjustments to provision to ensure pupils are fully included in activities.
We will do our best to accommodate and meet the needs of our pupils within the capacity at Story Wood. A child who has a medical need which does not impact on their learning or ability to access the curriculum may not need to be placed on the SEND register.