Where possible we aim to meet the needs of all the children through the everyday teaching that all children have access to. Our aim is to enable the children to become independent, confident learners and we will provide extra support to facilitate this when required, equally ensuring this does not become burdensome for your child.
When adjustments to provision are required to enable your child to make progress, it is planned for, carried out and reviewed regularly. This provision is referred to as Wave Two and Wave Three Support. If the additional support is not having the desired impact, the support will be adjusted or changed.
The information in the table below and attached documents details how the school supports children with Special Educational Needs and Disabilities. This includes information about how the school identifies needs and the ‘additional to or different from’ provision the school offers to enable these children.
Please follow the link below to access the Surrey Local Offer website:
|Numbers Count||Numbers Count is an intensive intervention for learners in a range of year groups. It is delivered by a specially trained teacher (Mrs. Hartshorn) who also supports other staff in school|
|Number Sense||A group intervention to number and place value, delivered by a specialist Maths teaching assistant (Mrs. Waldock).|
|Better Reading Partnership||BRP is an Every Child Counts intervention for children who have fallen behind at reading. A specially trained Better Reading Support Partner delivers a short one to one support programme to help them to develop independent reading and comprehension skills so they can make faster progress and catch up with their peers.|
|Fischer Family Trust||Fischer Family Trust (FFT Wave 3) is an early intervention for children in Year 1 and 2 who have difficulties learning to read and write. FFT Wave 3 is aimed at children who are unable to access a scripted group intervention. The aim with FFT Wave 3 is to accelerate learning so that each child makes enough progress in reading and writing in order to access a group intervention and/or continue to progress through whole class/group teaching.|
|Daily Reading||Reading with a member of staff for 5-10 minutes daily, to improve fluency and comprehension.|
|Additional guided teaching groups||Within English and Maths lessons, teachers and teaching assistants lead guided teaching groups. This is when they deliver a second input to a group of children, in addition to the main input. This may involve some modelled writing, shared writing, shared planning or modelling a new Maths skill.|
|Lego Therapy||Lego Therapy is a structured social skills group that develops turn taking skills, collaborative skills, joint attention, negotiation and how to ask for and accept help and clarification. Generally, one adult leads a group of three children, each adopting a role for the model building focal task.|
|Social Skills Groups||Social Skills Groups are small groups led by an adult who explicitly teaches the children how to interact appropriately with others. The can help children to learn conversational, friendship and problem-solving skills. They can also be useful in teaching children to control their emotions and understand other people's perspectives.|
|Sensory Circuits||Sensory Circuits is a short sensory motor skills programme that helps to set children up for a school day. It enables children to reach the level of alertness needed to concentrate during lessons.|
|Spelling Groups||Small groups led by a teacher or teaching assistant to teach specific lists of common exception words or spelling rules, to support children with becoming more confident spellers.|
|SNIP Spelling Programme||The programme is aimed at increasing reading and spelling and uses the primary high frequency words (HFW). These words are grouped by selecting those that visually look different to each other.|
Colourful semantics is an approach created by Alison Bryan. It is aimed at helping children to develop their grammar but it is rooted in the meaning of words (semantics). Colourful semantics reassembles sentences by cutting them up into their thematic roles and then colour codes them.
The approach has 4 key colour coded stages. There are further stages for adverbs, adjectives, conjunctions and negatives.
|Pre-teaching||Pre-teaching new vocabulary and concepts prior to the whole class lesson, to enable individuals to feel confident with such concepts when they are then taught.|
|Precision Teaching||Precision Teaching is a method of planning a teaching programme to meet the needs of an individual child or young person who is experiencing difficulty with acquiring some skills. It has an inbuilt monitoring function and is basically a means of evaluating the effectiveness of what is being taught.|