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SEN

Our SENDCo/Inclusion Leads are Mrs Bec Fitts and Miss Michala Baker. If you have any queries relating to Special Educational needs, please contact either of them via the school office: admin@stcatherines.herts.sch.uk or on the school telephone number: 01920 462653

 

You can also view the Local Offer for Hertfordshire schools by clicking the link

Examples of how we might support SEND pupils across the Curriculum

 

Please note that not all SEND pupils have these barriers or need these adjustments. This document is intended to demonstrate some of the ways we support SEND pupils alongside our Quality First Teaching and differentiated activities.

 

Curriculum Area

An example of a possible barrier to learning

Possible adjustments to provision

English

Phonetic understanding linked with spelling

-Pre-teaching of key words/sounds

-Word mats/word banks

-Small group interventions, such as; Write Words, Magic Spells or Phonics

-Use of computer programmes, such as; Clicker

 

Maths

Reading/solving multi-step word problems

-Pre-teaching of key ideas/strategies

-Use of echo reading

-Small group teaching

-Use of manipulatives, such as; Numicon, counting beads etc

-During formative assessment – possible use of an adult reader

 

Science

Recalling key vocabulary/information

-Pre-teaching of key vocabulary

-Word mats/word banks

-Small group activity, with adult support

-Glossary at the start of each new unit

-Building vocabulary through the unit

 

R.E.

Recording, using a written method

-Increased opportunity for verbal discussions

-Adults support to record key ideas, thoughts and input

-Opportunities to record pictorially

-Words mats/word banks, sentence openers or sentence scaffolds

 

History

Chronological understanding

 

 

 

-Photo sequencing of key events

-Timelines – partially complete

-Displays to prompt key events

Geography

Sequencing unfamiliar or abstract processes

 

 

-A range of visual resources, videos, pictures, sound etc.

-Cross curricular links – real life stories to make it meaningful

-Small group activity, with adult support

-Small group activity, with adult support

 

P.S.H.E

Expressing and understanding emotions and feelings

 

 

 

-Worry boxes in classrooms

-Question boxes

-Targeted social stories

-Adaptive teaching to current difficulties

-Approaching topics sensitively

 

Music

Potential for sensory overload

 

 

 

-Small groups outside classroom

-Headphones for laptops to focus on one sound

-Adult supported group

-Ear defenders where necessary

 

P.E

Following multi-step instructions and game rules

 

 

-Extra adult support

-Visual reminders for rules

-Safe spaces for time out

-Supportive learning partners

 

Art/DT

 

 

 

Fine motor skills

-Labelled resources, including colours of paints/crayons etc

-Specialist resources; such a scissors, paintbrushes with supportive grips

-Alternative resources

MFL

Difficulties with working memory

-Use of songs

-Matching tasks to support links between English and French

-Repetition

-Visual clues and cues

 

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