SEN Report and Policy
SEN Report and Policy
SENCO: Mrs Joanne Jay, Vice Principal
Additional Educational Needs
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of external support where appropriate.
Listed below is a brief overview of some of the additional programmes which we use, when appropriate, to support learners.
BLAST! (Boosting Language, Auditory Skills and talking)
This is a 6 week, daily programme for children in the Foundation Stage and KS1, which teaches attention, listening, memory, rhyme, turn-taking and group work.
Speech and Language programmes
The school delivers Individualised programmes written by a Speech and LanguageTherapist either on a 1:1 basis or in a group. These programmes can include speech sound production, language development and social skills, depending on the child’s needs. We also have a SALSA (speech and language support assistant) who delivers specialist support one day per week for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service.
The JumpAhead programme has been developed by Physiotherapists and Occupational Therapists and works to develop co-ordination, fine and gross motor skills.
Toe by Toe
This programme is delivered on a 1:1 basis by Teaching Assistants and is designed for children who find it difficult to decode text, read fluently and / or struggle to read unfamiliar words confidently.
This intervention is accessible to pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. This is a programme delivered usually in exceptional circumstances. It enables young people to express deeper worries in a supportive 1:1 environment.
Learning Mentor support
A Learning Mentor sessions provide support and guidance to pupils who are experiencing difficulties with their learning due to social, emotional or behavioural problems.
Sensory circuits are delivered in groups and are designed to focus concentration in readiness for the day’s learning. The circuit also encourages the development of the sensory processing skills.
Social skills groups are run with groups of children and are designed to develop / raise self and others’ awareness explore communication and body language and develop communication skills.