What kind of support is available for my child?
Right support, Right place, Right time
Universal Support
The first step is supporting children in the classroom to access learning through high quality teaching and learning activities tailored to the needs of the children. Examples below:
Communication and interaction | Cognition and learning | Social, Mental and Emotional Health | Sensory and/or Physical |
Visual timetables and cue cards. Whole class time to talk. Talking partners. Visual vocabulary cards. Individual prompts and explanations. Social stories.
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Read, Write Inc daily phonics programme. Accelerated reading programme 1:1 reading. Coloured rulers and overlays. Individual copies of worksheets. Read, Write Inc word banks and phoneme prompts. Targeted maths support. Rapid reader series. Literacy and numeracy small group support. Pre-teaching.
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Personalised targets with individual rewards. Regular and immediate positive feedback. Emotional coaching. Mentor check –in sessions. Visuals eg. Emotions key ring. Close home-school liaison. In class calm corner with support for emotional regulation. Visual whole school behaviour system. Zones of Regulation Opportunities for 1:1 talks with staff and head teacher. |
Physical breaks. Sloping writing boards. Fidget toys. Specialised chair cushions. Ipad access. Adaptation of resources eg enlarged text. Careful consideration to seating plan. Access to quiet area. ‘Action’ prompts for sensory feedback. |
Targeted Support
Targeted support is when children are given access to a specific programme of support within a small group, for a set period of time. Their progress is then reviewed. Examples below:
Communication and interaction | Cognition and learning | Social, Mental and Emotional Health | Sensory and/or Physical |
Time to Talk. Circle of Friends. Talking Partners. Socially Speaking. Auditory Memory Programme. Let’s talk. Lego therapy. | Read, Write Inc groups. Paired reading. Additional small group numeracy support.
| Circle of Friends. Social knowledge groups. Self-Esteem group. Therapeutic Story Writing. Lunchtime nurture groups. Peer relationship counselling. | MOVES programme. Nessy Fingers typing programme. Fine motor skills programmes ie. Pindora |
Higher Needs Support
Higher Needs is when children are given individual support on a regular basis or support from a specialist. This will be a specific programme or a personalised curriculum. Examples below:
Communication and interaction | Cognition and learning | Social, Mental and Emotional Health | Sensory and/or Physical |
1:1 Speech and language support (resources provided by a therapist). 1:1 support at unstructured times. Personalised visual cues. Access to a calm place or quiet room when needed. Enhanced transition arrangements e.g. end of activity. Enhanced home/school liaison.
| 1:1 Tutoring. Precision teaching. 1:1 Read, Write Inc. 1:1 specialist support for Maths, Writing and Reading. Plus One programme for numeracy. 1:1 Rapid Readers programme. Regular 1:1 and small group support in class as appropriate.
| Drawing and Talking. Art Therapy 1:1 Nurture support. ‘Marvellous Me’ programme. ‘All about me’ programme. Counselling. Pastoral support plans/Behaviour Action Plans. Highly personalised curriculums. Positive Intervention Plans. Access to a calm place or quiet room. Enhanced transition arrangement and home/school liaison eg. personal handover with parent | 1:1 Occupational Therapy. 1:1 Physiotherapy. Adaptations to environment eg work station Adaptions to learning materials. Access to calm place or quiet room. Enhanced transition arrangements eg. moving from one part of school to another. Enhanced home school liaison.
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