Call Us: 0191 373 1398   /   langleypark@durhamlearning.net   /  Langley Park Primary School, Langley Park, Co. Durham DH7 9XN

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How we support SEN children

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

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At Langley Park Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”.

 

This means that we will:

  • Assess a child’s special educational needs

  • Plan the provision to meet your child’s aspirations and agreed outcomes

  • Do put the provision in place to meet those outcomes

  • Review the support and progress

 

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes.  Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.  Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

 

Support for literacy:

  • Additional phonics interventions

  • Spellzone

  • Bug Club

  • Additional 1:1 reading

  • Handwriting interventions

  • Over-teaching of specific skills

  • Bespoke reading and writing interventions on an individual child basis

  • Differentiated curriculum based on indivdualised targets

  • Motor skills programmes to develop handwriting

  • Use of technology

  • Small group teaching

 

Support with numeracy:

  • Mathletics

  • Active Learn Abacus Maths

  • Over-teaching of specific skills

  • Bespoke maths interventions on an individual child basis

  • Differentiated curriculum based on indivdualised targets

  • 1:1 activities

  • Small group teaching

 

Support for children with physical needs:

  • information about the CYP’s difficulties is shared with relevant staff, in partnership with parents.

  • Individual targets agreed and monitored, following discussion with CYP and parents, to share advice on successful strategies and set targets.

  • Access to a portable writing aid or the use of ICT for recording.

  • Access to assistive software.

  • Adapted/modified equipment and teaching materials (e.g.spring loaded scissors).

  • Provide a range of communication methods (digital camera, voice recorder, symbol cards).

  • use of visual supports,

  • Development of organisational skills.

  • Access too specific motor skills programme

  • Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.

 

Support for children with speech, language and communication needs:

  • Support/advice from SENCO

  • Additional appropriately skilled adults routinely used to support flexible groupings

  • Access to targeted small group work with class TA.

  • Access to intervention group work with TA

  • Access to speech language and communication support materials e.g. Welcom, speech link/language link resources

  • School staff access awareness, enhanced and specialist training including LA training regarding meeting the needs of pupils

  • Additional appropriately skilled adult (e.g. TA) for focused support during unstructured times e.g. lunchtime supervision/ targeted extra- curriculum activities, supervision in the playground.

  • Access to a quiet, distraction-free environment in which to deliver intervention groups

  • TA and class teacher to liaise with SALT as appropriate

  • Access to specific SALT sessions

  • School may consult the teachers from the Enhanced Resource Provision for SLCN for advice on best practice

  • Allocated time for professional meetings

 

Support for children with a hearing, visual or multi-sensory impairment:

  • Information about the CYP’s difficulties is shared with relevant staff, in partnership with parents.

  • Individual targets agreed and monitored, following discussion with CYP and parents, to share advice on successful strategies and set targets.

  • Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills.

  • Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.

  • Manage group dynamics enabling the pupil to have access to other pupils verbal/visual contributions

  • Provide a wide range of reading materials around a subject to facilitate inclusion

  • Provide opportunities for reading aloud at instructional level

 

Support for children with social, emotional and mental health difficulties:

  • we consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.

  • School accesses the services of a specialist councilor and children can be referred to the services for a range of needs. The school also employs the services of Step by Step a company who provide tailored PSA support and courses for children and parents in relation to emotional and self-esteem difficulties.

 

Support for children with medical needs:

  • The school has a policy regarding the administration and managing of medicines on the school site.

  • Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.

  • On a day to day basis the Admin Staff generally oversee the administration of any medicines.

  • As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.

 

Support for children with English as an Additional Language:

  • In many ways, the task faced by EAL children is the same as all new children.

  • They want to feel welcome, provided with support, begin to make friendships and building on their current levels of attainment and learning needs.

  • Children will be provided with a range of visual support to develop understanding. Teachers will act as clear role models for language.

  • Many children will come with a wealth of knowledge in their first language and this should be built upon and developed.

  • The child’s first language will be valued.

  • Where appropriate support will be sought from EMTAS.

 

Support for Looked after Children with SEND:

Where a child has additional needs and is Looked after school will liaise with the LACES service to develop a Personalised Education Plan.

The SEND children attending our school are aged 3-11 years so consulting with them to seek their views about how we are meeting their needs has to be age appropriate, especially when many often have communication difficulties.

 

We use the following strategies:

  • Have regular meetings and discussions with parents about what we have planned for their child and how to link this with interests and passions demonstrated at home

  • Where appropriate we consult directly with children in an age appropriate manner (usually Key Stage 2 children if appropriate)

  • Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning

  • Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with

  • Extend any resources that they show a preference for

  • Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.  As with all children children with SEND will be tracked on a termly basis using teacher assessment against indivdualised targets

 

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.