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 PSHCE curriculum. At St Philip’s, we ensure that all of our children with SEND have the entitlement to broad, balanced and relevant PSCHE 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 PSHCE 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 PSHCE 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.
At St. Philip's, we ensure all pupils can access resources and information at a level that is suitable and engaging for them. For instance, pupils who struggle to regulate their emotions regularly use a program called HeartMath which is a specialist program we subscribe to. Social stories and small group work with an adult enables children who may need some extra support reading situations and emotions to role play in a safe space, before applying these skills in a real life context.
|AREAS OF NEED||ADAPTATION|
|Communication and Interaction|
Social stories and texts
Use of photos or visual clues linked to unit
Key word mats or word banks - visual clues with key words
Scaffolding for tasks
Modelling and over learning of key vocabulary
|Cognition and Learning|
Small group support with Teacher/TA
Regular revision of key concepts and vocabulary
|Social, Emotional and Mental Health|
Educational Mental Health Practitioners
Resources used in small groups like Volcano in my Tummy
Close links with British values and Christian values
Respect and tolerance for diverse cultures worldwide
Units adapted if needed in response to pupils
|Sensory and/or Physical|
Coloured paper and background on interactive board
Enlarged and simplified texts and resources
Laptops used to record work in alternative ways
Headphones and iPads used to rewatch presentations or videos before starting task