| Area of need | Universal | Targeted | Specialist |
| Communication & Interaction | – Quality First Teaching – Communication Friendly Classrooms (all staff trained) – Differentiated curriculum (planning, delivery, outcomes and activities) – Use of a range of visuals to support understanding – Modelling of language – Pre-teaching of vocabulary – Opportunities for talk (think, pair, square, share) – Whole school ‘Active Listening’ strategy – ‘Show and Tell’ | – Speech and Language Therapy support for identified pupils (funded by school) – Teaching assistant (TA) support to model and develop language – Checklists / task planners | – Speech and Language Therapist (for pupils with EHC plans only) – Language for Thinking programme – Social stories – Zones of Regulation – Comic Strip Conversations – Colourful Semantics – Individual visual timetable / checklists – Picture Exchange Communication System (PECS) – Autism outreach service |
| Cognition & Learning | – Quality First Teaching – Differentiated curriculum (planning, delivery, outcomes and activities) – Use of visual aids and modelling of strategies – Use of practical resources and support materials – Whole school training in Inspire Maths (mastery programme) – Writing frames – Pre-teaching of key vocabulary and key skills – Daily synthetic phonics programme, pupils taught in phonics phases (Reception – Year 2) | – TA support in class for literacy and mathematics – Daily reading support with TA – Weekly reading support with volunteer reader – Literacy support groups led by a Higher Level TA – Literacy support groups led by a Teacher – Maths support groups led by a TA – Maths support groups led by a Teacher – Project X-Code reading support programme – Educational Psychology | – Highly adapted curriculum to meet specific needs (where appropriate) – Educational Psychology – Autism outreach service – Social stories – Queensmill outreach – Jack Tizard outreach |
| Social, Emotional & Mental Health | – Whole school behaviour policy focused on positive behaviour – School/class rules created by pupils – Class/school reward systems – House points and award assemblies – Circle time – Golden time – Independent learning opportunities – Prayer garden for contemplation – Weekly class-based collective worship – Mental Health First Aid trained Teacher and TA | – Individual reward system – Individual positive behaviour book (linked to a motivating reward system) – Social skills group – Drama Therapy – Emotional Literacy Support Assistant (ELSA) | – Primary Inclusion Development Service – Social Stories – ‘Calm down’ posters and strategies – ‘Clam down’ area – Zones of Regulation – Comic Strip Conversations – Behaviour Support Plan – Child and Adolescent Mental Health service (CAHMs) – Family Support Localities service (FSLs) – Liason with Virtual School services |
| Sensory &/or Physical Needs | School designed and built to fulfil the accessibility requirements of the Disability Discrimination Act. Provision includes: – lift with low level control – disabled toilets – hand rails on stairs – child height handles on doors – induction loop – wide doorways – clear signage – fully accessible outdoor/indoor space – flexible teaching arrangements and differentiated curriculum where necessary – use of adapted implements, e.g. pencils, scissors, cutlery | – Fine motor skills activities – Thera-Putty programme – Targeted handwriting practise – Touch typing program | – Occupational Therapy programme – Physiotherapy programme – Sensory and Language Impairment Team (SLIT) to support children with visual and hearing impairment – Touch typing program |
