SEN Provision   

FAQ's

There are some very good intervention programmes that can boost progress, and most children can be helped to get back on track (see the model of SEN provision).

A Model of SEN provision SEN Provision

Universal high quality teaching

All children are entitled to high quality teaching. This is also described as universal provision. Some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Teachers are often skilled at adjusting their teaching to suit differences in learning. Additional SEND teaching informs and supports universal high quality teaching. All teachers are able to make creative adaptations to classroom practice enabling children with special needs to learn inclusively and meaningfully, alongside their peers.

Targeted SEN provision

Some pupils receive additional SEND provision from well- trained staff who are highly effective: this is a specific, time limited, evidence-based intervention
for pupils who are not making good progress due to a special educational need. Schools will have developed professionals within school (or through a cluster of schools) who can support these students. The pupil’s response to the intervention will provide teachers with an indication of how significant the SEND is likely to be 

There are a very small number of children who will continue to need support on a long-term basis and have persistent needs. These children may face challenges
to reach expected standards in literacy though they can excel in other areas.

The decision is based on how well your child is doing and how far behind they are compared to their age group. Wave 2 interventions last a specified number of weeks, and by the end of the intervention children in the group should have caught up. The pace of this type of intervention will suit some children who need a quick boost. The child who has greater difficulties in literacy and who is unlikely to catch up with their age group through a targeted intervention should be provided with a more personalised intervention. However a targeted intervention should not be seen as a stepping stone to more specialist intervention. 

Specialist SEN provision

Needs are so individual that they require the skills of a specialist teacher or group of professionals to be involved. The majority of these pupils’ time is spent in the mainstream classroom but their ‘additional and different’ provision is highly personalised and closely monitored. The class/subject teachers are clear how to encourage independence and boost these pupils’ self-esteem. This provision may come from within the school or from outside the school (i.e. a collaboration with other schools or the LA Local Offer).

Some of the features of specialist SEN provision are:

  • Taught by a teacher/teaching assistant in a 1:1 situation.

  • Based on the needs of the child.

  • Highly structured so that the steps in learning

    are small and achievable.

  • Time-limited.

  • Designed to boost progress and help the child close the gap between themselves and their year group.

There are a number of sound interventions that schools have been provided with guidance on which ones are most likely to lead to good progress.

These interventions can work well for children with literacy difficulties and those children who may be described by the school as having ‘dyslexic difficulties’. 

 



 

What article would you like to read?

1. Interventions for Literacy

2. SEN Provision

3. Expectations

4. Children with Persistent Literacy Difficulties

5. Use of the Term ‘Dyslexia’

6. Roles of the specialist Teacher

7. Frequently Asked Questions



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