How are the school resources allocated and matched to children/young people's special educational needs and disabilities?

We endeavour to teach in a multi-sensory manner to appeal to all types of learners. Some children’s needs and be met through differentiated work, classroom adaptations and/or targeted support in class. Examples may include: Focus Group with Class Teacher or TA, classroom positioning, organisations aids (task ladder, visual timetables etc), large print documents, coloured dry-wipe boards, coloured backgrounds to interactive whiteboards, specially adapted work books, coloured overlays and/or paper, pencil grip aid, sloped desks.

We are building up a bank of resources to assist children with additional needs and are constantly evaluating and updating this to meet the needs of the children we have in school.

Other children may access targeted and time-limited small group interventions (usually in withdrawal for limited periods) eg Further English Support, Springboard Maths, Fine and/or Gross Motor Skills, Social Skills or bespoke small group interventions.

A very small minority of children will require a fully bespoke curriculum. This will depend on the needs of the child but could include having learning ‘chunked’ into bite-sized pieces where the range or depth of learning is adjusted to suit the child.

We have a range of ICT programmes for pupils with SEN. There are interactive whiteboards in all classrooms and a set of IPads for the school and one ipad in every class. There is an IT suite with 31 pc’s which is timetabled for every class to use.

Access arrangements for National Curriculum tests are in line with DfES guidelines which are issued each year. i.e. When children meet the prescribed criteria for extra time, rest breaks, a reader (for maths), a scribe, enlarged print or ‘live voice’ for mental maths tests etc.

Our inclusive approach to provision means that the majority of pupils have their needs met by adapting planning that is used across the school. To ensure personalised learning takes place, lessons are structured to provide a varying range of activities. (Quality First Teaching).

Class Teachers have responsibility for enabling all pupils to learn. To achieve this they:

• have high expectations of all pupils plan appropriate work / activities for their pupils
• ensure that support is available for all children (inclusive 'quality first' teaching) adapt the curriculum to take account of different learning styles, interests, abilities
• ensure that all children can be included in tasks / activities monitor individual progress
• celebrate achievement
• identify those children who require additional or different support in order to make progress
• set targets on POPs through discussions with pupils and with parents.
• Teachers are familiar with the relevant equal opportunities legislation from the Equality Act 2010 covering the protected characteristics: race, gender, disability, sexual orientation, religion or belief and age.

The school adopts a flexible approach to support provision in order that a child's individual needs can be met. The support provided usually falls into one of the following categories:

• Support in the classroom
• Focused withdrawal support from the classroom 1:1 tuition

This support may be provided by Teaching Assistants, Teachers, SENCO or external agencies.

 The role of staff supporting children is:

• through 'quality first' teaching - support the teachers in enabling all children to have access to the teacher
• support the teachers in enabling children with SEND to have access to an appropriate curriculum
• encourage and promote independence and resilience in the children
• liaise with the Class Teacher
• help to prepare resources and adapt materials