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SEND within the PSHCE 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 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.

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

Differentiated tasks

Small group support with Teacher/TA

Group tasks

Regular revision of key concepts and vocabulary

Social, Emotional and Mental Health


School Counsellor

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

Reading rulers

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