Little Melton Primary School Email: office@littlemelton.norfolk.sch.uk Home page

SEND local offer

Little Melton Primary School Local Offer- September 2017

Special Educational Needs and Disability (SEND)

Little Melton Primary School is an inclusive school and may offer the following range of provision to support children with SEND

 Intervention:
Social Skills programmes/support including strategies to enhance self-esteem

  • Playground buddies- use of supportive peers
  • Social stories to discuss events
  • Lunch time clubs, jobs and responsibilities offered to alleviate unstructured time
  • 1:1 support
Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

  • Prompt and reminder cards for organisational purposes
  • Pre teaching of strategies and vocabulary
  • Access to lap tops and Ipads
  • Clicker software
  • Scribes
Strategies/programmes to support speech and language

  • Talk Boost
  • 1:1 as necessary
  • Speech therapy where appropriate using supplied resources & delivery of planned programmes by TA
Mentoring activities

  • Mentoring support from SENCO or TA
  • Use of peer mentoring
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs:

  • Intervention from an Occupational Therapist/Physiotherapy needs
  • Delivery of planned programmes by TA
  • Provision of equipment advised by specialist
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents):

  • Time For You
  • Thrive
  • Planned programme of support from SENCO/TA
  • Regular parental contact sessions/home school link book
  • Parent Support Adviser- potential link to Child and Adult Mental Health service and/or Family Support workers and multi-agency support
Strategies to support/develop literacy inc. reading

  • Phonics groups and 1:1 Wave 3 support
  • Read Write Inc. resources and methodology
  • Letters and Sounds resources and methodology
  • Sounds Discovery
  • Catch-up Literacy
  • Additional Literacy Support (resources)
  • Further Literacy Support (resources)
  • Homework club
  • Writing boosters
  • Bug Club online
  • Clicker
  • Nessie – including dyslexia resource
  • Big Write/VCOP games *
  • Small group work
Strategies to support modify behaviour:

  • Use of school’s behaviour policy (see website)
  • Time out
  • Behaviour plans
  • Home-school contact book
  • Visual time table
  • Specialist advice from Educational Psychologist
  • Staff trained in Step-up approach
Strategies to support/develop numeracy

  • Numicon
  • First Class @ Number
  • Wave 3 resources
  • Springboard resources
  • Overcoming Barriers
  • Catch Up Numeracy
  • Big Math stratagies
Provision to facilitate/support access to the curriculum:

  • Small group or 1:1 support from TA
  • Use of personalised equipment
Strategies/support to develop independent learning:

  • Use of visual timetables and checklists
  • Pre-teaching of vocabulary and content
  • Access to personal ICT
  • Chunking of activities
  • Use of individualised success criteria
Support/supervision at unstructured times of the day including personal care

  • Learning mentor or 1:1 support from TA
  • Named TA/MSA at playtimes and lunchtimes
  • Lunchtime clubs, jobs and responsibilities
Planning and assessment

  • Provision mapping
  • Individual targets
  • Regular review of targets with child and parents
  • Termly SCPM
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Liason with a wide range of professionals eg Education Psychologist, Advisory Support Teacher, Speech and language support team
  • Regular progress meetings with parents
  • Home school contact book
Access to Medical Interventions

  • Strategies and policy for the use of personal medication
  • Individual protocols for children with significant medical needs and allergies
  • Access to school nurse
  • Individual support plans
  • First Aid trained staff
  • Epilepsy Awareness Training

 

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child from the cluster.