At Bladon Primary School, we see all our children as individuals and having their own ‘special needs’ which we seek to address in teaching and learning.

However some children will have specific learning, communication, mental health or physical needs which may mean that they are placed on our Special Needs Register.

We ensure that we work hard to understand SEN children’s individual needs by assessing their strengths and weakness. These assessments may be carried out by class teachers, SENCO, teaching assistants or outside professionals if necessary. Information from parents is also a key contributor to assessing our SEN children. Once we have established these strengths and weaknesses, we tailor the child’s learning experiences for their needs. The class teacher will adapt the lessons to meet the needs of those children such as using paired reading and writing opportunities, scribing, using ICT e.g laptops, ipads and voice recorders, providing key words and memory prompts and ensuring lessons match their learning style and ability. If deemed necessary and possible, the class teachers will also arrange 1:1 intervention sessions.

All the strategies that will be used for the child will be recorded on a Pupil Profile which will be reviewed at least every term with the parents in a meeting with the class teacher. This meeting should not be held during the regular Parents’ Evening as more time is often needed. Parents’ views and ideas are encouraged and included within the Pupil Profile document.

If a child needs 1:1 interventions for Literacy, teachers and teaching assistance may use programs such as the Wakefield Literacy and Language Scheme (WaLLs), Toe-by-Toe, AcceleRead AcceleWrite, Bare Necessities or Reading for Meaning with the focus being on multisensory learning within a progressive program.

Maths interventions that we use include Power of 1 and 2 by David Sharp for number crunching skills and Maths No Problem based on the Singapore Maths approach using manipulatives and visuals for building secure number sense.

Social skills are nurtured within the whole school environment but in some cases extra support is needed so small groups sessions can be arranged to address these needs using programs such as Socially Speaking.