A large infant school with three form entry.

Transition is on an individual basis for SEN children as deemed by their specific needs working alongside other providers and agencies.

Teachers have the highest possible expectations for your child and all children in their class. The quality of teaching and learning is reviewed regularly to ensure the highest possible standards are achieved.
• Teachers adapt planning to support the needs of children with SEND.
• Teachers use a variety of teaching styles and cater for different learning styles to allow children with SEND to access the curriculum.
• Teachers and other adults in the classroom work together to give targeted support according to your child’s needs.
• Your child is fully involved in learning in class.
• Strategies which may be suggested by the SENDCo or other professionals working with your child are in place to support your child to learn.
Specific group work intervention:
• This could be for speaking and listening, reading, phonics, spelling, numeracy and social skills. These could be delivered by a teacher or teaching assistant.
Adaptations to curriculum or learning environment may be made to remove barriers to learning.
Things such as:
• Sitting at the front of the classroom
• Using enlarged resources
• Use of ICT
• sensory breaks
• Use of colour overlays
• Visual timetable provided
• Access arrangements for National Curriculum Testing
There are many more that may be put in place depending on the individual pupils needs.

Autistic Spectrum
Mental Health Needs
Language/communication Needs
Learning Difficulties
Learning Disabilities
Physical Disability