| Area of need | Universal | Targeted | Specialist |
| Communication & Interaction | Quality First Teaching – Scaffolded / differentiated curriculum (planning, delivery, outcomes and activities) – Use of a range of visuals to support understanding – Word banks / word mats visuals – Modelling of language – Pre-teaching of vocabulary – Opportunities for talk (talk partners or think, pair, square, share) – Communication Friendly Classrooms – Whole school ‘Active Listening’ strategy and ‘skilled speaking’ strategy – Opportunities for ‘Show and Tell’ | – TalkBoost KS1 programme – Language for Thinking programme – Conversation skills group – Attention Autism (Bucket time) – Lego Therapy – Word Aware – Barrier Games – Social stories – Zones of Regulation – Comic Strip Conversations – Colourful Semantics – Individual visual timetable – ‘First / Next’ board – First / Next / Then’ board – Checklists / task planners / visual prompts | – Local Authority Speech and Language Therapist (for pupils with EHC plans only) – School funded Speech and Language Therapy support for identified pupils (for pupils without an EHC plan) – Autism outreach service |
| Cognition & Learning | Quality First Teaching – Scaffolded / differentiated curriculum (planning, delivery, outcomes and activities) – Use of visual aids and modelling of strategies – Use of practical resources and support materials – Word banks / word mats visuals – Whole school training in Maths No Problem! (mastery programme) – Writing frames or scaffolded sentences – Pre-teaching of key vocabulary and key skills – Daily synthetic phonics programme (Reception – Year 2) – VIPERS skills for comprehension – TA support in class for literacy and mathematics – Streamed groups (with reduced class size) in Literacy & maths for Year 6 | – Daily revision of class phonics lesson – Daily reading support with TA – Literacy support groups led by a Higher Level TA – Literacy support groups led by a Teacher – Nessy online reading & spelling programme – Reading Wise online programme – Maths support / booster groups led by a TA – Maths support / booster groups led by a Teacher – Highly adapted or Individual curriculum to meet specific needs (where appropriate) – Access arrangements for pupils undertaking SATs | – Educational Psychology service – Dyslexia Specialist service – Autism outreach service |
| Social, Emotional & Mental Health | – Whole school behaviour policy focused on positive behaviour – School/class rules created by pupils – Class/school reward systems – House points and award assemblies – Circle time – Golden time – Independent learning opportunities – Prayer garden for contemplation – Weekly class-based collective worship – Mental Health First Aid trained Teacher and TA | – Individual reward system – Individual positive behaviour book / chart / poster (linked to a motivating reward system) – Zones of Regulation – Comic Strip Conversations – Social stories – Circle of friends – Social skills group – Behaviour Support Plan – Emotional Literacy Support Assistants (ELSAs) – Support with Transition | – Creative Therapist (funded by school) – Child and Adolescent Mental Health service (CAMHs) – Ormiston Academy Trust (OAT) – Family Support Localities service (FSLs) – Virtual School services |
| Sensory &/or Physical Needs | School designed and built to fulfil the accessibility requirements of the Disability Discrimination Act. Provision includes: – lift with low level control – disabled toilets – hand rails on stairs – child height handles on doors – induction loop – wide doorways – clear signage – fully accessible outdoor/indoor space – flexible teaching arrangements and differentiated curriculum where necessary – use of adapted implements, e.g. pencils, scissors, cutlery | – Fine motor skills activities – Thera-Putty programme – Targeted handwriting practise – Touch typing programme – Sensory diet activities – Enlarged materials (where required) – Toileting support – ‘Meet & Greet’ for anxious pupils – First aiders (EYFS, KS1 & KS2) – Allocated member of support staff for medical needs – Training arranged to support individual medical needs (e.g. epilepsy) | – NHS Occupational Therapy service (for children without an EHC Plan) – SEN Occupational Therapy service (for children with an EHC Plan) – Physiotherapy service – Inspire Team to support children with visual and hearing impairment – School Nurse |
