Menu

William Bellamy Primary School We learn... We grow... Together

What are the different types of support available for children with SEND in the school?

Class teacher support via good or outstanding targeted classroom teaching (Universal Support)

Class Teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.

Your child’s teacher will have the highest possible expectations for your child and all pupils in their class

  • All teaching is based on building on what your child already knows, can do and can understand
  • Your child will experience different ways of teaching to enable him/her to be fully involved in their learning.  This may involve things like using more practical learning or providing different resources amended for your child.
  • The teacher will use specific strategies which may be suggested by the Inclusion Lead or staff from outside agencies to enable your child to access the learning task
  • Home Learning will be adjusted as needed in line with your child’s individual needs

 

All children in school should be getting this as a part of good and outstanding classroom practice.

 

 

Specific group work within a smaller group of children (Group Support)

There are many interventions that take place at William Bellamy. Please see the Provision Overview for a more comprehensive list.

 

These are often called Intervention groups by schools.

 

These groups may be

  • Run in the classroom or outside.
  • Run by a teacher or a teaching assistant who has had training to run these groups.

 

 

Your child’s teacher will carefully monitor your child’s progress and discuss any concerns with the Inclusion Lead

  • Any gaps in your child’s understanding/learning will be identified.
  • Your child’s teacher will plan group sessions for your child with targets to help your child to make more progress.
  • A Teaching Assistant/Specialised Teaching assistant/ Teacher or outside professional will run these small group sessions focusing on targets set by the class Teacher, Inclusion Lead or outside agency e.g. speech and language therapist or Educational Psychologist
  • Specific interventions including Better Reading Partners (BRP) and Work with specially trained staff for those children with complex social communication needs, cognition and learning difficulties, emotional and social and mental health or physical/sensory needs.
  • The Lead Professional for Behaviour may teach small groups concentrating on the social and emotional aspects of learning (SEB)

 

Specific Individual Support (Targetted Individual Support)

Children with a specific need may have some individual support or intervention such as speech and language or Learning Mentor support. This support maybe for a short amount of time every day or for 2 or 3 sessions a week. The support may be short term or long term. Individual support is dependent on a child’s needs. 

 

Specialist groups run by outside agencies e.g; Speech and Language therapy OR Occupational Therapy groups AND/OR Individual support.

Children with specific barriers to learning that prevent them from making acceptable progress through good and outstanding teaching and/or intervention groups.

 

If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups.  Referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.

 

Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.

  • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
  • Provide target setting using their specific expertise.
  • Involvement with your child’s support by school staff under the guidance of the outside professional e.g. a social skills group or Occupational Therapy.
  • Group or individual work directly with outside professional e.g. play therapy.

The school may suggest that your child needs some agreed individual support or group support in school.  They will tell you how the support will be used and what strategies will be put in place, this will only take place with Parental agreement.

 

Specified High Needs Individual Support

This is usually provided via a Statement of Special Education Needs or an Education, Health and Care Plan (EHCP- from September 1st 2014).  This means your child will have been identified by the Class Teacher, Inclusion Lead or outside agency as having a significant and complex need requiring a particularly high level of long term individual and small group teaching which cannot always be provided from the resources already delegated to the school.

 

Usually, if your child required this high level of support they will also need specialist support in school from a professional outside the school. 

 

This may be from:

-Local Authority central services such as Advisory Teacher for the Visually Impaired or the Advisory Teacher for the Hearing Impaired.

-Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS

 

Extended Nurture Provision

From September 2014 William Bellamy will have an Extended Nurture Provision. This is an additionally resourced provision for children with Statements or Education Health Care Plans who have identified high level needs. These children will be part of our school but will have access to specialised teaching and provision that cannot be provided in a classroom setting.

We Learn, We Grow, Together.

Top