Our school currently provides support for a range of needs, adhering to the broad areas of need outlined in the Code of Practice:

• Communication and interaction: e.g., Autistic Spectrum Disorder (ASD), Asperger’s Syndrome, speech and language difficulties.
• Cognition and learning: e.g., Dyslexia, Dyspraxia.
• Social, emotional and mental health (SEMH): e.g., Attention Deficit Hyperactivity Disorder (ADHD).
• Sensory and/or physical needs: e.g., Visual impairments, hearing impairments, processing difficulties, epilepsy.

We assess each pupil's current skills and levels of attainment on entry, building on previous settings. Class teachers make regular assessments of progress. We identify pupils whose progress:

• Is significantly slower than peers starting from the same baseline.
• Fails to match or better the child's previous rate of progress.
• Widens the attainment gap.

We employ a Graduated Approach following the four-part cycle of Assess, Plan, Do, Review. When deciding if special educational provision is required, we consider desired outcomes, expected progress, and the views of the pupil and parents.

Teachers are responsible and accountable for the progress of all pupils in their class. Our primary approach is High Quality Teaching, which includes modelling, chunking information, and checking for understanding.

Curriculum Strategies for Support

We implement evidence-informed approaches to ensure all students, including those with SEND, can access our world-class curriculum:

• Consistent Routines: All lessons follow a predictable structure starting with a Low Stakes Quiz (LSQ) and 'Turn and Talk' activities. This consistency reduces cognitive load for SEND students.
• Knowledge Organisers: These specify key knowledge and vocabulary, making learning transparent and reducing working-memory strain. They serve as an accessible reference tool for revisiting learning.
• Retrieval Practice: Frequent low-stakes quizzing helps build long-term memory and allows teachers to identify gaps early without the pressure of high-stakes testing.
• Vocabulary Development: Through platforms like Vocabulous and structured 'Turn and Talks', we explicitly teach vocabulary to strengthen reading comprehension and reduce the "passivity gap."

 Specific Interventions

We differentiate our curriculum by grouping, 1:1 work, and adapting resources. Specific interventions include:

• Literacy & Reading (Sparx Reader, Read Write Inc.)
• Social Skills Groups
• Handwriting & Touch Typing
• Mentoring (Internal & External)
• Numeracy Support (Sparx Maths)
• ELSA (Emotional Literacy Support)
• Speech & Language (Secondary Language Link)