SEND across the Curriculum

Writing

Writing frames, sentence starters and word mats
Work is broken down and guided step-by-step
The process of writing is explicitly taught and modelled
Some pupils may use a computer to help them locate words in a thesaurus or to assist with spelling
Pre-teaching vocabulary
Children’s fine motor skills are supported through multi-sensory writing/phonics strategies. Letter formation and handwriting are explicitly modelled, taught and corrected in whole-class sessions across the school. Specific interventions, such as DEXYs and Pegs to Paper, are also available for more small-group, targeted provision.

Reading and phonics

Phonics support extends to all children post-KS1 if they did not pass the KS1 phonics screening check, including providing a phonics decoder text.
High interest simplified texts.
Dyslexia friendly and enlarged text books, as well as coloured overlays.
Children are supported in phonics through the implementation of multi-sensory teaching strategies.

Maths

A range of different mathematical representations.
Learning is broken down into smaller concepts.
Vocabulary is explained and overlearned. Pre-teaching vocabulary
Maths is developed to consider real-world applications.
The concrete-pictorial-abstract method is used to allow children to use manipulatives to develop their mathematical conceptual understanding.
Repetition is key to developing maths skills, we provide plenty of opportunities for practice, such as through games or activities.

Science, History, Geography, RE

Visual resources are used to support children’s understanding of knowledge.
Displays of key language and definitions for the topics so they can be referred to.
Writing frames or scaffolds help students to structure longer pieces of writing
Practical work is useful to support accessing some difficult concepts.
Pre-teaching vocabulary
Visual modelling is used to help children understand instructions.
Simplifying concepts is key – lots of modelling, drama, demonstrating and hands-on work is essential.
Assessment is carried out through a variety of open-ended activities so that all children can demonstrate their knowledge of the subject.

Art, DT and Computing

All children are given an equal opportunity to engage in lessons and explore their creativity.
Appropriate adaptations for children’s physical development.
Learning tasks are broken down into smaller steps.
Pre-teaching vocabulary
Visual modelling is used to help children understand instructions.
The exploration of using different tools and different mediums is encouraged for all.
Children’s social, emotional and mental health is considered when thinking of art as a form of expression for their mental health and feelings.

PSHE

Pre-teaching vocabulary
We have a range of different interventions to support children’s social, emotional and mental health needs. Our pastoral team is on hand to support children further.
We respect pupils’ unique starting points by providing learning opportunities that are matched to the individual needs of all children.

MFL

Modelling and demonstrations of teaching are clear.
Resources are adapted to meet individual needs.
Adapted, modified or alternative activities that offer an equivalent degree of challenge to the activities in the programmes of study and that enable the pupils to make progress.

Music

Physical support given to children when holding and controlling an instrument.
Adapt written lyrics to songs with larger print or use of less text.
Use signing where possible in certain songs with help of trained TA.
Use ear defenders for children sensitive to noise.
Allowing children space to move or play instruments.
Repetition of melody and lyrics for those children needing more time to process new songs.
Recap vocabulary before the main teaching part of the lesson.

EYFS

Visits to preschools to share important information and supportive strategies
Referrals to services such as SALT and Shropshire Child Development Centre and Early Help at the earliest opportunity
Speech and Language intervention- Contrastive Pairs, Talk Boost, Early Talk Boost, Colourful Semantics
Small group support for fine motor skills, e.g. pencil control, scissor control skills
Small group support for number, including counting and number recognition
Liaison with outside agencies including health, SALT and Child Development Centre to obtain advice and strategies to support
Regular informal updates via email, phone, Tapestry and face-to-face meetings with parents
Termly PCP reviews with parents

Greenfields Primary