• Assessment by and intervention from a speech and language therapist, on referral.
• Provision of small group speaking and listening skills support by the learning mentor, who has been specifically trained in the delivery of this intervention by the Lewisham Speech and Language Therapy (SALT) Service to Schools.
• Delivery of allied individual SALT programmes by the learning mentor.
• Support for children with EAL status in class using a range of resources and strategies.
• Access to ICT programs which add visual support to the printed word to enhance understanding and communication.
• Support as required in class from teachers and LSAs.

• Assessment by and intervention from an occupational therapist (OT), on referral.
• Implementation of individual OT/physiotherapy support and intervention programmes by allocated school staff, trained as appropriate, for those children in receipt of these services.
• Training of individual members of staff by the OT/physiotherapy services in the delivery of individual OT and physiotherapy programmes to develop fine and gross motor skills.
• Provision of specific resources and equipment, as required.

Provision of support resources such as wobble cushions, peta-grip scissors  and theraputty, where required.

Strategies to support/modify behaviour:

• Consistent schoolwide implementation of the school’s behaviour policy.
• SEN registration of those children whose behaviour difficulties are persistent and constitute a barrier to learning progress; initial provision will include close collaboration with parents/carers on an agreed programme of support, home/school books to ensure daily communication between home and school, daily behaviour oversight by school staff and learning mentor support as appropriate.

Where a child fails to respond to this initial provision a referral will be made to one or more of the following agencies:  New Woodlands outreach support, the educational psychologist, Early Help Service or CAMHS.

Strategies to support/develop mathematics:

• Targeted small group support in class.
• Withdrawal of small groups or individual children for additional numeracy support.
• Schoolwide implementation of the White Rose maths programme.
• Schoolwide application of the Mathematics Mastery teaching framework to enhance maths learning and progress.
• Use of support resources including Numicon and Cuisenaire rods.
• Advancement of more able pupils through provision of opportunities such as the inter-school Maths Challenge.
• Pupil access – both in school and at home – to Mathletics, an online learning resource designed to consolidate and extend curriculum learning.

Regular staff training in the teaching of maths.

Provision to facilitate/support access to the curriculum:

• Small group support in class from class teacher/LSA.
• 1:1 support from an allocated LSA for children with EHC plans.
• 1:1 support in class from learning mentor as appropriate.
• Facilitating access to learning through the appropriate differentiation of tasks and activities.
• Provision of an extensive range of visual and concrete resources to support independent learning.
• Provision of specialist equipment or modified resources.

Implementation of specifically tailored support strategies and programmes, eg. devised by the educational psychologist, occupational therapist or physiotherapist.

Strategies/support to develop independent learning:

• Access to ICT programs which add visual support to the printed word to enhance understanding and communication.
• Provision of individual/visual timetables and checklists.
• Access by all children to a range of English and maths table top resources to enhance independent learning.
• Pre-teaching of new concepts and vocabulary.
• Individual success criteria.
• Provision of an extensive range of visual and concrete resources to support independent learning.Implementation of specifically tailored support strategies and programmes, eg. devised by the educational psychologist, occupational therapist or physiotherapist.
• Staging of Wonder Days to promote quality independent writing and maths learning.

Planning and assessment:

• Differentiated learning activities.
• Referrals to external agencies/social care as required.
• Meetings attended by SENCo and class teachers, LSAs and allocated LSAs for children with Statements of SEN to discuss and plan appropriate teaching and learning experiences.
• Referrals for assessment to external agencies as required.
• Incorporation into planning of any advice or guidance provided by external professionals supporting individual children.
• A range of assessments, undertaken by the learning support teacher and SENCo, to identify specific areas of need which may require targeted planning and/or further assessment.

Termly tracking of pupils with SEN.

Liaison/communication with professionals/parents, attendance at meetings and preparation of reports

• Early identification of needs requiring referral to external professionals.
• TAF (Team Around the Family) meetings convened where a child’s/family’s needs are assessed as significant.
• Regular communication and information sharing with an extensive range of external agencies.
• Regular progress meetings with parents/carers for which detailed reports are prepared.
• Sharing of professional reports with parents.
• Implementation by school staff of recommendations made and strategies devised by external professionals to support children and/or their families.

SENCo attends multi-disciplinary assessments as required.

Access to Medical Interventions:

• Initial meetings with school nurse and parents of children with medical issues to establish child’s needs in school and, where appropriate, draw up care plans.
• Parents/carers of children with asthma are asked to complete an asthma pathway care plan and a sign a consent form agreeing to the administration of emergency medication if required.
• Staff training in the administration of support and/or medication for conditions including epilepsy, diabetes and epipen use.
• Liaison with medical professionals, including paediatricians, GPs and mental health practitioners, providing ongoing treatment to children in the school.
• Posters with photographs of child and detailing the child’s condition and, where relevant, required medication displayed in staffroom, the child’s classroom and, for children with allergies, the school kitchen.
• Individual protocols for children with significant medical needs.
• Implementation of risk assessments.

All support staff trained regularly in First Aid.