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SEND within the French Curriculum


Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

a)have a significantly greater difficulty in learning than the majority of children of the same age;


(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age


Quality First approaches are used to enable all children to access the French Curriculum.  At St Philip’s we ensure that all of our children with SEND  have the entitlement to  broad, balanced and relevant French teaching.  All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, class teachers match the learning objectives to the needs and abilities of individual pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills including the use of ICT. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning or the assessment processes.


 Our French curriculum

  • Encourages pupils to enjoy learning and prepares them for life as a long-term goal
  • Uses pathways and specialist approaches with clear purpose
  • Is age-appropriate and responsive to pupils' specific needs, with targets from pupils’ SEND support plans or education, health and care (EHC) plans
  • Considers parents' priorities for pupils
  • Includes targets set by other professionals, such as speech and language therapists or occupational therapists 
  • Promotes literacy, numeracy and good communication at all times


Leaders make sure that the French curriculum and individual lessons include activities and tasks that are very closely matched to the needs of all pupils. 

Wherever appropriate children with SEND access discreet subject knowledge and have clear subject specific learning objectives that are planned in a progressive and cohesive way.



AREAS OF NEED                                        Adaptation


Communication and Interaction

-Use of photos or visual clues linked to unit o

-Key word mats -visual clues with key words –

-Scaffolding for tasks

Cognition and Learning

  • Adaptive teaching 
  • Small group support with Teacher/TA
  • Group tasks
  • headphones and ipads used to relisten to vocab

Social, Emotional and Mental Health


Adaptation of units depending on situations/circumstances in the class

Sensory and/or Physical

-Buff coloured paper, reading rulers, enlarged and simplified texts, laptops used to record work, headphones and ipads used to rewatch pp or videos before starting tasks