Last reviewed: September 2024 Next review: September 2027

Aim: To increase the extent to which disabled pupils (including those with special educational needs) can participate in the school’s curriculum

Actions	Timescale	Lead	Success Criteria
Use of standardised data from termly assessments in reading, spelling, writing and maths to monitor progress and identify children	Ongoing	GKO/CWA	Pupils will be maintaining or improving upon their progress
To employ data gathered from CAT scores to inform learning support and target needs.	Ongoing	GKO/CWA	Identify all pupils that might show discrepancy between performance and CATS
Teachers use the system created by Learning Support to communicate any concerns to the Learning Support department. Assessments carried out by the dept to further pinpoint children who need 1:1 intervention	Ongoing	GKO/SCH//AMC	Children able to progress at appropriate level – any gaps in knowledge are improved. Learning needs identified early and given targeted intervention/referral to other SEN professional if appropriate
Work with Speech and Language Therapists and Occupational Therapists to provide intervention for children when required	Ongoing	GKO/SCH/AMC	Progress tracked via success with IEP targets/improvement accessing curriculum/in school assessments
Ensure all Teaching staff are confident to differentiate and use Quality First Teaching as standard.	Ongoing	GKO/SCH/AMC	High Quality Teaching as standard throughout the school
Continue to recommend external specialists such as SLT, OT and EPs when appropriate; initial listen-ins arranged.	Ongoing	GKO/SCH/AMC	High quality professionals available to early identify SpLDs
Equipment available to support core balance and attention difficulties e.g. wobble cushions, sensory ‘fiddle’ toys, etc.	Ongoing	GKO/SCH/AMC	Increased focus in class improving access to learning
Equipment available to support writing e.g. pen grips, laptops	Ongoing	GKO/SCH/AMC	Children with handwriting difficulties more able to reflect potential in writing exercises/faster pace of working
Dyspraxic children or those who find handwriting difficult to establish given recommendations to access typing from Y4 or 5	Ongoing	GKO/SCH/AMC	Reading and writing more comfortable for dyslexic children.
Dyslexia-friendly exercise books for dyslexic children	Ongoing	All TAs	Enables pupils to show potential and gain success/more readily access the curriculum
TA Training to ensure all TA’s are confident to support children using precision teaching.	Ongoing	ALL	Greater ability to stay on task
Movement breaks for children with attentional or sensory needs	Ongoing	GKO/SCH/AMC	Child’s normal way of working is established, and individual needs are met
Examination allowance – assessments may be taken on a laptop if typing is the child’s usual way of working. Prompts also provided where applicable.	Ongoing	GKO/SCH/AMC	Concession monitored in class/termly assessments with child able to produce more written work in time
Rest breaks – in class and examination allowance for identified children, especially with ASD/ADHD	Ongoing	MRU	Improved ability to sustain focus thereby raising attainment
Invite child into nursery setting before term starts so can meet teacher on 1:1	Ongoing	GKO/SCH/AMC	Awareness of a child’s needs. Child happier to start on first day of term with other children
EHCP – families supported through the process of gaining an EHCP by SENCOs and Head of Learning Support who also provide data and attend reviews.	Ongoing	GKO/SCH/AMC	Children receive an EHCP where necessary and provision is updated to reflect EHCP targets.
Training of Teaching staff to support pupils with SEND in the classroom and how to differentiate effectively (including use of external trainers).	Sept 25	GKO/SCH/AMC/All Teaching staff	Practical strategies given to help staff support children in the classroom
TA Training to ensure all TA’s are confident to support children using precision teaching.	Sept 25	GKO/SCH/AMC/All TA’s	TAs can support children to make progress
To continue improving ways in which information about SEND is shared amongst the teaching staff to enable more effective support for SEND children.	Ongoing	All staff	Information more readily available to all staff
Pupil progress meetings arranged with Learning support/specialist teachers to identify any pupils who may be failing to make progress and to introduce interventions	Ongoing	GKO/SCH/AMC	Quick identification and support for children
SENCOs to summarise all external E.P. and SEN reports with recommendations – access given to all relevant staff and meetings arranged.	Ongoing	All staff	Staff have easy-to-read summary identifying learning needs and how to best support individual children
Morning staff briefing – highlights any vulnerable children so all staff can support	Ongoing	JO	Children well supported and relevant information is shared
Counselling available from Life Coach on site.	Ongoing	Form teachers	Children with Mental health or anxiety are supported in school with professional provision
Trained Mental health First Aiders available on site for children and adults.	Ongoing	PSH/BAC/JTY	Mental health support for adults and children to help in crises.
OT and Speech and Language service contracted by school offer free screening for children raised as a concern so needs are quickly identified and supported. 1:1 support in school offered – if appropriate	Ongoing	—	Timely intervention for speech and communication needs on site
Social communication group established for identified children with ASD/social communication difficulties	Ongoing	GKO/SCH/AMC/AGA	Greater output and extension
Continue to use Zones of Regulation as a whole school approach	Ongoing	All staff	Intermittent group to aid social skills
Weekly support group established for Form 6 children who are below expectations with literacy or maths	Spring 2	Year 6 Teachers/Learning Support staff	Children better understand unacceptable and acceptable behaviour and know how to self-regulate
Dyslexia-friendly classroom – overlays, coloured paper exercise books, displays in class	Ongoing	GKO/AMC/SCH/all staff	Dyslexic learners are not disadvantaged by the classroom environment; they have tools/resources to support their learning.
Provision of specialist dyslexia teaching	As required	Relevant Teachers/GKO/AMC/SCH	Staff can easily identify the support required and ensure correct steps are taken to ensure children are safe.
A healthcare plan is created for children who have a serious health condition to help manage their healthcare needs and ensure that they are safe, supported and able to access the curriculum.	As required	Relevant Teachers/GKO/AMC/SCH	Staff can easily identify the support required and ensure the correct steps are taken to keep children safe.