APPENDIX 1 Interventions for children with SEND at Brookfield
The SEN Code of Practice makes it clear that individual teachers are responsible for the teaching of children with SEND in their classes, through appropriate differentiation. Where appropriate, interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum, are provided to children with a SEND need. This may be in the form of in‐class support from a Learning Support Assistant or individual/groupwork:
Literacy Intervention 1:1:
One to one tuition focusing on reading comprehension and or spelling skills aimed at children working significantly below their chronological age. Depending upon an individual child’s need they are withdrawn from Personal Development (PD) once per week, and/ or from certain lessons, and / or use designated English lessons to undertake appropriate intervention. These programmes are delivered by Children Ambassadors and Learning Support Assistants. Your child’s progress is reviewed regularly to focus on an individual child’s need. This can also include external provision based on need.
Literacy Intervention: Small group work:
Children receive intervention in small groups, or, on occasion, work takes place within English lessons, aimed at children who are working below Age Related Expectations.
One to one tuition focusing on basic mathematical skills, children are identified through baseline assessment and follow a weekly programme of targeted intervention. This can also include external provision based on need.
Numeracy Intervention: Small group work:
Children receive weekly targeted support based on key Key Stage 2 concepts. Targeted children in Year 11 may be withdrawn from PD sessions or core PE lessons once a fortnight for GCSE revision/preparation.
Targeted In‐Class Support:
Additional adult support provided by the SEND Team within the classroom, working alongside the teacher. Members of the SEND Team may prefer and deliver differentiated tasks in collaboration with the class teacher and to meet the SEND needs of identified children.
A lunchtime and breaktime club for vulnerable children to meet in a friendly environment to eat their lunch, socialise and take part in activities.
Social, Emotional and Mental Health:
Emotional Literacy Support Assistants (ELSA) 1:1
Some children may follow a 1:1 programme devised by the ELSA to address individual emotional literacy needs. House Leaders will refer any child who may benefit from 1:1 intervention.
Emotional Literacy Support Assistants (ELSA) Group work
Our ELSA team run regular group-based intervention on social and communication focused skills. House Leaders will refer any children who may benefit from this level of intervention.
Speech, Language and Communication:
This intervention focuses on memory and word learning/finding skills. The programme requires children to be withdrawn from lessons and the frequency is determined by individual need. A progress review is carried out and the focus for further intervention is agreed.
Support for Study:
This intervention provides discrete Study Skills tuition to children with SEND during Years 10 and 11. This intervention focuses upon developing learning to learn skills to support children preparing for GCSE examinations.
Home Learning Club:
After school sessions led by Learning Support Assistants to support children in the completion of their home learning assignments.
Advocacy is provided to support those children who may require specific counselling. This is provided internally or externally based on individual need.