pupils who have not been making as much progress as we would expect.
This support is under constant review for its effectiveness and we are always looking to add new support if the
evidence supports their benefit. First and foremost, in keeping with our Quality First teaching approach, we ensure
that all our staff supporting children with additional needs are suitably trained. This doesn’t just mean the
teachers, but the other adults who are present in the classroom as well.
If we feel an adult could better support any child with further training, then we actively try to source that training
for them. For pupils who have low achievement in reading we offer additional 1:1 reading sessions. These are
often coupled with phonics sessions based on the Letters and Sounds program used in Foundation Stage and Key
Stage 1. The aim of this style of session is to improve your child’s decoding skills when they read.
We also offer small group guided reading sessions where the focus is on making sure that your child can
understand what they have read and can identify what the text is implying without directly saying it. These
sessions are aimed at helping their comprehension skills. If your child has lower than expected attainment in
Numeracy, we have dedicated support staff that work out of our Numberland unit. They aim to provide 3
sessions a week with your child to help support their progress, working to a program centred on your child’s
We have specialist staff to work with your child if they are showing Dyslexic tendencies or if we think that there
may be more complex underlying reasons for their low attainment. Talking Mats is a recognised program to
enable children to process issues that are affecting their attainment by expressing their opinions in a non-
We also have a wide range of programs to support your child’s emotional and social development, should they
require it and have a clear anti-bullying policy to protect our most vulnerable learners. Our latest intervention
offers support to develop children’s working memory and subsequently their recall of information. All our staff
inform your child’s class teacher of the ongoing progress that your child is making and the outcome of the
program in order for them to judge the overall impact of the support and this is recorded termly on Provision
We also work closely with a number of outside agencies who will often come into school to help support your
child if the need has been identified, such as Speech and Language therapists, Occupational Therapists,
Physiotherapists and Family Support workers.