At Little Paxton Primary School Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have a full access to the school curriculum.
Special Educational Need (SEN) may be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others. This ensures all groups of learners can reach their full potential.
All Teachers are teachers of children with Special Educational Needs. Liaising with the SENCO class teachers identify and provide for the needs of all vulnerable learners in their teaching groups by:
- securing good provision and good outcomes for all groups of vulnerable learners by :
- providing differentiated teaching and learning opportunities, including differentiated work for EAL pupils which reduces linguistic difficulty whilst maintaining cognitive challenge
- ensuring there is adequate opportunity for pupils with special educational needs to work on agreed targets which are genuinely “additional to” or “different from” the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in their area.
- ensuring effective deployment of resources – including teaching assistant support – to maximise outcomes for all groups of vulnerable learners.
It is our responsibility in school to sign post Parents and Carers to further information about SEN and disability. The school’s SEN Information Report is intended to provide information about the provision that is in place for pupils with SEN and disability at Little Paxton.
We are currently working in partnership with parents to co-produce this document to ensure it contains the kind of information on SEND that is relevant for those who access it. We hope to update our SEN Information Report later in the year detailing some of these changes. If you are a parent reading this we would welcome your feedback on our SEN Information Report. Any comments can be sent to the SENCo, email@example.com.
As the County website details, “The “Local Offer” is Cambridgeshire County Council’s published overview of how children and young people aged 0 – 25 who have special educational needs and disabilities (SEND) are supported”. The Local Offer can be viewed here: Local Offer
The Department for Education (DfE) updated the new Code of Practice in January 2015. As a school we must have regard to this when making decisions about pupils with SEND:- SEND Code of Practice 2015
There is also a guide for Parents and Carers about the SEN Code of Practice available here: Guide for Parents and Carers
What are Sensory Circuits?
The aim of Sensory Circuits is to support sensory processing and sensory integration, and to allow pupils to be ‘ready for learning’ and alert.
Benefits of Sensory Circuits
Attendance at Sensory Circuits over time can bring longer-term benefits that include:
- Development of physical skills (learning to skip, hop, balance, throw)
- Being ‘awake’ and engaging in classroom lessons and learning
- Improvements in focus and attention
- Engage in specific learning tasks while in Circuits (like reciting tables/CVC words)
- Quicker at getting dressed!
- Improved communication skills
- Helping quiet pupils engage more readily
- Improved self-esteem and confidence
Sensory Circuits at Little Paxton
We have sought advice from an Occupational Therapist on how we can group the activities for optimum benefit. We also use the book
‘Sensory Circuits: A Sensory Motor Skills Programme for Children’.
Sensory Circuits has 3 sections. The first two can be done in any order. All end with the calming section;
- Alerting – provides what is called ‘vestibular stimulation’ that gets the blood flowing to the brain, preparing it for learning and the demands of the day ahead.
- Organising – activities that require multi-sensory processing and balance. Pupils need to organise their body and plan the actions they need to take so they can do more than one thing at a time (like tapping your head and rubbing your tummy!). This can help to improve attention span in the classroom.
- Calming – Important to finish with this so that pupils leave in a calm state and ready for the day ahead. This is a useful approach to use throughout the day. Sometimes pupils like an additional squash, just to calm down.
Sensory Circuits is set up and held daily in the hall from 8.45 – 9.00. Sensory Circuits can be held to music and should allow pupils to be physically active and have fun.
Picture prompts are used to show pupils and those supporting them, how to carry out the activity.
For further information about SEND provision at Little Paxton School. Please contact the SENCo, Sam England on 01480 375 600 or email firstname.lastname@example.org.