SEN Approach

The way in which children are identified and supported for SEN is known as a ‘Graduated Approach’ (see below)

 The stages of support happen in the following ways.

 ‘Quality First Teaching’ is the support given within the normal classroom environment. If additional support is needed over and above normal classroom practise then we head into…

       Single category support (SEN support)

This includes interventions to help support Literacy (e.g.Early Literacy Support, additional handwriting practise, daily reading etc) and Numeracy (e.g. rapid maths, small booster groups). The work is completed outside of core lesson time (and usually in small groups) and aims to bridge any gaps in understanding. Examples include:

  • In class TA literacy and numeracy support
  • Small group catch up programmes
  • Multi-sensory spelling practice groups
  • Small group use of ICT programmes
  • Differentiated resources

     Some children will require additional support over and above that offered above and after assessment, could be offered the following support:

Work which is more on a 1:1 basis with an LSA and can involve external agencies. Examples include:

  • Precision Teaching for literacy / numeracy
  • Individual literacy, phonic programme (rapid phonics)
  • Reading support such as rapid reading
  • Individual literacy and / or numeracy programme
  • Individual numeracy programme e.g. Rapid Maths
  • Additional planning and individual arrangements for transition
  • Individual arrangements for SATs

Statements/ Education Health care plans

In some cases the child’s needs remain so substantial that they cannot be met effectively within the resources normally available to the school or setting. In such instances schools have a statutory right to ask the LEA to conduct a statutory assessment or re-assessment of a child’s educational needs. Examples of action include:

  • 1:1 LSA assigned to pupil
  • Access to Tuition Centre (Thompson House in Newport)

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