Special Educational Needs
A child or young person has SEND (Special Educational Needs and Disabilities) if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child or young person has SEND (Special Educational Needs and Disabilities) if they have a learning difficulty or disability which calls for special educational provision to be made for them.
Click the link below for answers to frequently asked questions about Special Educational Needs and Canonbury’s approach to support.
| Provisional Mapping | Canonbury Primary School Offer of Provision | ||
|---|---|---|---|
| Area of Difficulty | All pupils where appropriate Wave 1 |
All pupils where appropriate Wave 1 |
All pupils where appropriate Wave 1 |
| Cognition and Learning | Differentiated curriculum planning, activities, delivery and outcome Increased visual aids / modelling etc Visual timetables Illustrated dictionaries Use of writing frames Focussed Teacher/TA in class support |
Booster groups literacy and numeracy with Senior Lead Teachers Volunteer Reading Programme Setting for phonics and use of direct phonics with those children who need to catch up. In class literacy and numeracy support (Extra teacher) Catch up Literacy programme Individual maths intervention |
Multi Sensory Phonics work in small group SENCO) Individual support form SENCO Individualised spelling programme (SENCO) Input from Autism Outreach Input from Educational Psychologist-observation advice and direct work |
| Communication and Interaction | Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language Increased visual aids / modelling etc Visual timetables Structured school and class routines Communicate in Print to provide visuals for written information |
Advice and monitoring from speech and language therapist TA support through speech and language groups |
Speech and language therapist support 1:1/groups Input from Autism Outreach Additional Augmentative Communication e.g. Individual visual timetables, Now and Next Boards, Makaton Educational Psychologist |
| Emotional, Behavioural and Social | Whole school behaviour policy Whole school / class rules Class reward systems Circle Time P4C |
Group work with Community and Cohesion officer Advice and input from Behaviour Outreach Service Specific projects to encourage team building and cooperation e.g. art projects |
Individual support from Community and Cohesion officer Direct input from Behaviour Outreach Service CAHMS Chance UK Educational Psychologist |
| Sensory and Physical | Flexible teaching arrangements Staff aware of implications of physical impairment Writing slopes Pencil grips Access to computer |
Touch Typing Handwriting groups Advice from Occupational Therapy |
Access to Kindle Sensory Room Educational Psychologist Direct input from Occupational Therapy |
Inclusion Team
Ninfa Restrepo
Teaching Assistant - Year 4 Specialist SEND Provision
Sandy Fazio
SENDco