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St Mary's CofE

Primary Academy

'Learning, Achieving, Growing in God's Love'

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SEN Provision at St. Mary's

At St. Mary’s we provide a range of support for children with SEND

Inclusive Classrooms

We strive to be an inclusive school and all learning spaces are organised to meet the needs of children who may have a range of needs including Autism, dyslexia and sensory needs. For example, all classrooms have visual timetables, spaces for quiet, visual labels and prompts, self-help tables and use of coloured backgrounds. We aim to provide consistency for children as they transition through the school by using the same labels etc.  

Individual Plans

Children receiving SEN support have individual plans which detail their next steps following the Assess, Plan, Do, Review cycle and agree the provision needed to help children achieve their targets. These are produced collaboratively, with the child, parents, class teacher, teaching assistants and SENCO. They are continuously updated and reviewed at least termly.

Personalised Resources

We use a range of resources to meet individual needs. These may include:

  • Fiddle toys
  • Wobble cushions and weighted cushions
  • Pencil grips
  • Voice recorders
  • Ear defenders
  • Feelings charts
  • Social stories
  • Individual visual timetables
  • Individual reward systems
  • Word key rings
  • Communicate in Print resources- e.g. to make an individual a visual task list or a visual word bank
  • Use of Clicker 7- word processing programme with word banks and predictive text

Speech and Language Support

We use a variety of programmes and intervention support to support whole groups and individuals, including:

  • ELKLAN
  • Word Aware
  • Language for Thinking
  • Makaton signing
  • Lego therapy
  • 1:1 support to meet individual targets, including those given by our link NHS Speech and Language Therapist

Support for Dyslexia

The school follows the Cambridgeshire Dyslexia Guidance in responding to concerns raised by either teachers or parents regarding literacy difficulties. We may complete assessments to help us identify difficulties, but these will not provide a formal diagnosis. Support will include in class adjustments and may include additional intervention. Please see the link below to the Cambridgeshire Dyslexia Guidance for further information. 

Intervention support

At Featherstone Wood we have a team of teaching assistants who have been specially trained to deliver a range of interventions to provide additional support to individuals and groups to accelerate learning. This includes:

  • Pre-teaching- for example, introduction of key vocab prior to the lesson so that the child is able to confidently  access whole class teaching
  • Over-teaching- for example, re-capping concepts taught in class to consolidate learning
  • Fine Motor skills support- support for handwriting, including developing strength and control through activities such as threading, using modelling clay or tweezers
  • Phonics support- small group support to consolidate phonic knowledge and blending and segmenting skills
  • Precision Teaching- daily, targeted 1:1 teaching to address gaps-e.g. number bonds, times tables, spelling
  • ERT- expanded rehearsal technique to support reading.

Interventions are monitored and reviewed by the SENCO to ensure that they are having the intended impact on learning. The SENCO plans the intervention programme based on needs identified during pupil progress meetings and all children may receive extra support through interventions at different times.

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