Q3: What needs does the school cater for? What provision is made for pupils with these needs and how does the school know that the provision works?

Parents Info

Area of Need Provision How do we know this has worked?
Communication and interaction
  • Quality first teaching
  • Tasks adapted to the level of the individual child
  • Possibility of small group or one to one support
  • Adaptations to the environment where necessary
  • Individual targets
  • Relevant and specific interventions
  • Access to additional specialist support as required
  • Use of specialist equipment where necessary
  • Staff, parent and pupil feedback
  • Observations
  • Review of individual pupil profiles.
  • Parent and pupil meetings
  • Parents’ evenings
  • Monitoring pupil progress
  • Specialist assessment from external agencies
Cognition and learning
  • Quality first teaching
  • Tasks adapted to the level of the individual child
  • Possibility of small group or one to one support
  • Adaptations to the environment where necessary
  • Individual targets
  • Relevant and specific interventions
  • Access to additional specialist support as required
  • Use of specialist equipment where necessary
  • Staff, parent and pupil feedback
  • Observations
  • Review of individual pupil profiles
  • Parent and pupil meetings
  • Parents’ evenings
  • Monitoring pupil progress
  • Specialist assessment from external agencies
Social, emotional and mental health difficulties
  • Quality first teaching
  • Tasks adapted to the level of the individual child
  • Possibility of small group or one to one support
  • Adaptations to the environment where necessary
  • Individual targets
  • Relevant and specific interventions
  • Access to additional specialist support as required
  • Use of specialist equipment where necessary
  • Staff, parent and pupil feedback
  • Observations
  •  Review of individual pupil profiles.
  • Parent and pupil meetings
  • Parents’ evenings
  • Monitoring pupil progress
  • Specialist assessment from external agencies
Sensory and/or physical needs
  • Quality first teaching
  • Tasks adapted to the level of the individual child
  • Possibility of small group or one to one support
  • Adaptations to the environment where necessary
  • Individual targets
  • Relevant and specific interventions
  • Access to additional specialist support as required
  • Use of specialist equipment where necessary
  • Staff, parent and pupil feedback
  • Observations
  • Review of individual pupil profiles.
  • Parent and pupil meetings
  • Parents’ evenings
  • Monitoring pupil progress
  • Specialist assessment for external agencies
  • Pupil is included fully in the school life
 
 
This support will vary depending on individual pupil need.