Specific provision is also provided for the different areas of need. The table below explains the detail of this support.


Type of SEN Support provided in school
Communication and Interaction

Autism Spectrum Disorders (ASD)

Speech, Language and Communication Needs








·  We use visual timetables when needed to support children to understand what will happen and when

·  We provide areas with reduced distractions and low stimulus

·  We use social stories to help children learn how to approach different social situations

·  We run small groups focusing on friendship

·  We have a variety of resources available to use, depending on a child’s sensory difficulties

·  We use ICT as an aid to learning

·  Time is spent with children helping them to identify situations that cause anxiety and finding ways to relieve that anxiety

·  We run small group speech and language sessions, following recommended programmes and addressing individual targets

·  We access the expertise and advice of the local authority Speech and Language Therapy Service through HINT.

·  We have training sessions for staff to increase their awareness of Speech, Language and Communication Difficulties and Autistic Spectrum Disorders

·  We have a number of staff trained in ELKLAN and talk boost.

Cognition and Learning Needs

Moderate Learning Difficulties (MLD)

Specific Learning Difficulties (SpLD)






·  We access the expertise and advice of the Local Authority Special Educational Needs Team (SENIT) to ensure the needs of children are clearly identified

·  We buy support from the Educational Psychology Service to support our pupils with SEN

·  We work alongside the Local Authority to ensure that we are providing the support our SEN pupils require

·  We provide small group support with a focus on literacy or numeracy skills, depending on need

·  We use intervention programmes to improve literacy or numeracy skills – e.g. beat dyslexia, as well as bespoke interventions created by the class teacher and support assistants

·  We provide resources to support children with specific needs – e.g. coloured overlays and reading rulers to help with reading for our dyslexic children

·  We have one member of staff with a qualification in the specialist teaching of dyslexia


Social, Emotional and Mental Health Needs

Mental Health Condition

Social Difficulties

Emotional Difficulties





·  We provide excellent pastoral care for our children

·  We use different strategies to promote positive behaviour in our school and have clearly defined rewards and sanctions

·  We create behaviour management plans where necessary, to ensure children can access the curriculum and all children remain safe

·  We complete risk assessments and then take action to ensure the safety and inclusion of all children, whenever possible, in all activities

·  We put in place short term support for a child with a specific emotional need, for example, bereavement

·  We run small group sessions with a focus on social skills

·  We seek the expert advice and support of outside agencies, including the School Health Advisor and the Children and Young People’s Service (CYPS)

·  We buy in to a counselling service to offer support to children with social, emotional and mental health needs

·  We work closely with parents to ensure that there is a consistent approach when managing challenging behaviour


Sensory and Physical Needs

Hearing/Visual Impairment

Physical Disabilities

Multi-Sensory Impairment

Medical Needs






·  We provide support and practical aids where appropriate to ensure pupils can access the curriculum

·  We seek advice and guidance from school health for pupils with significant medical needs

·  We run intervention sessions to improve pupil skills to offer support to children who have ongoing difficulties with fine and gross motor skills

·  We request and act upon advice and guidance from the Gateshead Children’s Vision Team and Hearing Impairment Team

·  We adapt our teaching and use auditory resources for children with hearing impairment

·  We enlarge resources and use appropriate visual aids for children with a visual impairment

·  When it is appropriate we use ICT to enhance pupil’s access to the curriculum

·  When required staff receive training in understanding the impact of a physical or sensory need on the teaching of learning of the child

·  There are entrances and disability ramps to upper and lower school that allow wheelchair access.

·  Our school has a disabled toilet in the upper and lower school

·  Our staff understand and apply the Medicine Policy




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