Provision

When planning intervention, we take note of evidence-based practice, as detailed in the Education Endowment Foundation's Teaching and Learning Toolkit.

Provision has three aspects:

• Quality first teach – an entitlement of all children
• Additional school support
• External support

Details of typical provision are outlined in this document: Please click here for further details (Sept 2023).

What are additional school support strategies?

Additional school support strategies are interventions which are carried out in a small group or sometimes one-to-one with your child and an adult. These groups may be run in the classroom or outside, for children who have been identified by the class teacher as needing some extra support in class. Intervention groups may be run by a teacher or by a trained teaching assistant.  

For your child this would mean:

• He/ She will engage in group or one-to-one sessions with specific targets to help him/her to make more progress.
• A teaching assistant/teacher will run these small group sessions using the teacher’s plans or targets.

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

The support may take the form of 'rapid intervention' when gaps identified in a particular lesson are addressed later that day or week. This way of working helps to ensure that children are not left behind in their learning.

What kinds of external support are available?

On occasions, children may be identified by the class teacher, or by parents raising worries, as needing some extra specialist support in school from a professional outside the school.

For your child this would mean:

• You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
• You may be asked to give your consent for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist, Advisory Teacher, School Nurse or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
• The specialist professional will work with your child to understand their needs and make recommendations, which may include:

-Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better

-Support to set better targets for your child

-A group run by school staff under the guidance of the outside professional e.g a social skills group

-A group or individual work with outside professional

This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and intervention groups.

External services used by the school in relation to SEND provision include:

• Educational psychologist service
• School nurse service and other health care professionals
• Family Support Workers and the Early Help team
• Local Authority support such as Inclusion team
• Advisory Teaching Service, e.g. Visual Impairment team, Communication and Interaction team, Cognition and Learning team
• Children and Adolescent Mental Health Services (CAMHS) and Young Minds Matter
• Winston’s Wish (bereavement advice and counselling)

How is extra support allocated to children?

• The school budget, received from Gloucestershire Local Authority, includes money for supporting children with SEND.
• The headteacher decides on the budget for Special Educational Needs and Disabilities, in consultation with the School Business Manager and governors, on the basis of needs in the school. Information about SEND in the school is considered, including:

-the children getting extra support already

-the children needing extra support

-the children who have been identified as not making as much progress as would be expected

All resources/training and support are reviewed regularly and changes made as needed.