SEN School Report - Waves of Intervention at Wimborne Junior School

The school provides a graduated response to each child dependent on the level of need.

Staff members have been involved in training that has included sessions on:

  • supporting pupils on the autistic spectrum;
  • supporting children with specific learning difficulties impacting on their reading, writing and maths learning;
  • supporting pupils with social and emotional needs, including attachment theory;
  • bereavement and supporting siblings with SEND;
  • supporting pupils with speech and language difficulties;
  • supporting pupils with physical and co-ordination needs;
  • supporting children with specific identified disorders including:  Down’s syndrome, Autism, Anxiety and Dyspraxia;
  • how to handle a child in a positive way.

Provision of Support

For most children, learning needs will be met through high quality and differentiated teaching from the class teacher and a teaching assistant, within a well-organised and carefully planned learning environment. Termly reviews called Pupil Progress Meetings with teachers and members of the senior leadership team monitor children’s attainment and progress. This is a review of progress, a time to discuss assessment results and make plans.

This ensures early identification of children’s additional needs. Early identification is vital. When a child is not achieving age expectation or there is an identified special educational need there will be a graduated response. Teaching in class will be at the heart of driving forward the child’s progress. However, extra intervention may be planned for children to work in a small group or on a one to one basis with an adult. From here we will assess, plan, implement and review.

The assessment will be about gathering information for a child. This will be gained from parents/carers, previous educational experiences, professional assessments and standardised tests. Any concerns about the child arising from this information will be shared between class teacher, Inclusion Manager (Ms Rowlands) and parent/carer.

There is a single stage for children in school with additional needs known as SEND support.

In line with the graduated response outlined in the Code of Practice, we may engage outside professional support.

 

Interventions used in school:

  • Language Links

  • Precision Teaching

  • Pupil Conferencing (Shooting Stars)

  • Motor Skills

  • Reading interventions (Code Project X, Rigby Star)

  • Maths Booster

  • Maths misconceptions

  • Toe by Toe

  • Reading Buddies

  • Maths Buddies

  • ELSA

 

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The Inclusion Manager co-ordinates the provision of additional resources, including the advice and support of external professionals.

These agencies include:

  • Portsmouth Parenting Service
  • Educational Psychologist
  • Speech and Language Therapist Service
  • Sensory Impairment Service
  • School Nurse
  • Multi-Agency Behaviour Support Service
  • Child and Adolescent Mental Health Service
  • Mary Rose Outreach Service
  • Occupational Therapy and Physiotherapy Service

Abbreviations