‘High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.  Additional intervention and support cannot compensate for a lack of good quality teaching.  Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement.  This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered’ SEN Code of Practice (2014, 6.37)

 

The class teacher is responsible for the progress of all the children in the class but lots of children need some additional support to help them progress during their time at school. This additional support may be provided by trained teaching assistants through adapted resources and interventions or through assessment and advice from specialist services. We are regularly supported by the Educational Psychology Service; Speech & Language Service; Occupational Therapists, Speech, Language & Communication Team and the Behaviour Support Team.

 
 
To optimise your experience on our website we use cookies.
OK
Learn more.