Championing SEND at Southfield

SEND VISION AT SOUTHFIELD Personal Growth Model A personal growth model of teaching permeates our curriculum, valuing all that the children bring to their learning and through understanding each child they can be supported to achieve highly despite any barrier.

Staff are aware of the pupil’s strengths and make tailored adaptations to the curriculum to remove learning and/or physical barriers so children can flourish academically and socially. We aim for children with SEND needs to achieve access to the full curriculum alongside their peers, achieve success and are fully included in the wider life of school. Teachers have strong subject knowledge and understanding of all pupils and this allows children to achieve highly with expert tailoring of SEND needs.

IMPLEMENTATION At Southfield we work using the following model: Working model 1.

An individual understanding of each child

2.

High expectations of achievement

3.

Tailored support weaved carefully into the curriculum leading to academic and personal achievement An individual understanding of each child Understanding that each child is unique and so is their learning is a central tenet of SEND practice at Southfield. This alongside professional interactions from Speech and Language therapists and Educational Psychologists allow first class teaching.

High Expectations ‘No opt out’ At Southfield we do not place a limit on what children with SEND needs can achieve whatever their needs, we have high aspirations and set a flight path of achievement for all children. Our aim is to equip children with the knowledge and skills they need to become educated citizens; and to deepen and enhance their cultural capital and for every child to have the desire to aspire and achieve, within the context of skilfully taught knowledge and skills.

PROVIDING TAILORED SUPPORT The Southfield curriculum is adapted so meet the needs of children with SEND. This is done through the following ways: ‘Adaptation not differentiation’ of lesson activities

.

We have high expectations for all children including those who have SEND, teachers adapt work so the achievement gap is narrowed and closed.

We use Rosenshine’s Principles of learning in the following ways to support children who have SEND: 

Begin the lesson with a review of previous learning- build on previous learning and embed concepts in their long term memory

•

Present new material in small steps

•

Ask a large number of questions- to check understanding

•

Provide models and worked examples

•

Practice using the new material

•

Check for understanding frequently and correct errors

•

Obtain a high success rate

•

Provide scaffolds for difficult tasks

•

Encourage independent practice

•

Plan monthly and weekly reviews

•

Weekly quizzes

We use an understanding of Cognitive Load Theory approach to support children with processing information and developing their working and long term memory.

Use of additional Resources- physical and visual aids We provide children with scaffolds, writing frames, word banks, use of technology (laptops with speaking facility to type ideas) and concrete resources such as numicon, cubes for use in mathematics.

We provide overlays, coloured books and coloured pens to support children with dyslexia tendencies.

We use ‘Nessy’ (Literacy support programme to support children who are having difficulties with reading, writing and spelling.

Use of picture books- as part of our story based approach to teaching, each topic is introduced through the use of a story. This supports SEND children as the learning is placed into context allowing children to relate to the visual stimuli providing equality of access to texts.

Pastoral Support: TRUE We understand that there are will be times where children who have SEND needs and/or our vulnerable children will need support with their wellbeing. At Southfield we run a TRUE club which is based on our school values -Trust, Respect, Unity and Empathy. The aim of TRUE club is to provide additional support for these children with the TRUE Club teacher and this is done through a number of ways: •

Weekly one to one check ins with the teacher running TRUE club

•

Social skills groups- to develop self esteem

•

Social skills group to support children in developing strategies to deal with friendship issues

•

Games session- children learn about taking turns and about winning/losing

INTERVENTIONS TO SUPPORT ACCESS TO THE CURRICULUM- ASSESS, PLAN, DO AND REVIEW

Focused small group interventions are led by the class teacher in core areas such as phonics, reading and maths.

Interventions are focused with clear objectives to be achieved, there is a time frame for the length of the intervention and there is review at the end to see how well the child has progressed

PARENT WORKSHOPS

We believe positive connections between parents and the school improve children's academic achievement, social competencies and emotional well-being. For this reason we deliver a number of workshops for parents on different areas of the curriculumduring these sessions we explain our approach to teaching the subject and ways parents can help their children at home. A yearly SEND Workshop sets the scene each academic year to equip parents with a supportive framework to understand the learning that takes place.

STAFF TRAINING/MEETINGS

Staff have regular training to support them in teaching children with SEND needs. Training is delivered by the SENCo, there are visits for staff to other educational settings including where there is specialist provision (Speech and Language unit) and training is also provided by outside professionals such as Educational Psychologist, Speech and Language Therapists and Occupational Therapists.

IMPACT Our aim for pupils with SEND is to acquire the knowledge, skills and cultural capital needed to succeed in life.

Impact will be measured through the progress of interventions, through statutory assessments and through termly pupil progress meetings and also through the following ways: • Outcomes in books • Updating of learning support plans • Annual reviews for children with EHCP • Pupil voice • Lesson observations • Termly assessment tests • Weekly checks ins with SENCo

‘Ex Corde Vita’

Email: admin@southfield.ealing.sch.uk Southfield Primary School Southfield Road Bedford Park London W4 1BD Tel 020 8994 6173