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What Support Might You Need?

TYPES OF NEED AND WHAT THAT COULD INCLUDEEXAMPLES OF SUPPORT IN OUR SCHOOL
Cognition and Learning

  • Students who work at a slower pace than their peers, even with appropriate differentiation, they may struggle with:

  • Reading and spelling

  • Learning new information and concepts

  • Working with numbers

  • Working memory

  • Concentration


Students with specific learning difficulties dyslexia, general learning difficulties, ADHD, ASD 

Students may present with difficulties that do not have a specific title.

  • Dedicated and caring staff who value all students regardless of ability

  • Quality First teaching with appropriate differentiation (including best SEN practice).

  • Smaller teaching groups in some subjects

  • Teaching Assistant intervention in and out of lessons

  • Visual aids to support key vocabulary, concepts and themes.

  • Access to homework support clubs

  • Accelerated Reader Programme whole school through the library and literacy lessons

  • DEAR (Drop Everything and Read)

  • Access to assessment for identification of significant needs.

  • Targeted interventions in small groups with a focus on a range of needs including literacy, comprehension and writing for example toe by toe or progress units

  • Support / help from external agencies e.g. Educational Psychologist, Pupil and School Support involvement (PSS)

Communication & Interaction

  • Students with Speech Language and Communication Needs. This could include:

  • Understanding language

  • Using language

  • Understanding how to communicate socially with other people

  • Conditions include students with Autistic Spectrum Disorder (ASD), including Asperger’s Syndrome & Autism, speech sound disorders/delay and Stammering


  • Quality First teaching with appropriate differentiation

  • Visual aids to support key vocabulary, concepts and themes

  • Access to homework clubs

  • Accelerated Reader Programme throughout the school

  • Access to assessment for identification of significant needs

  • Social interaction and communication groups eg circle of friends and FRIEND programme.

  • Breakfast Club – preparation for the day / organisation / pre-pared for any changes

  • Communication and Autism (CAT) team involvement where needed

Social, Emotional & Mental Health Difficulties

Students may experience a wide range of social and emotional difficulties which manifest themselves in many ways.
This includes young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education. It also includes young people who have a range of longer-term recognised mental health conditions.
For both groups, issues could include:

  • Forming and maintaining relationships 

  • Bereavement

  • Attitudes to attainment

  • Attendance

  • Self-esteem

  • Life outside school


  • FRIEND programme– supporting anxiety

  • School health care coordinator referral

  • School Nurse referral

  • Child Adolescent and Mental Health (CAMHS) referral

  • Big Community referral

  • Pastoral support

  • Mentoring

  • Summer school – year 6 into 7 activity week

  • Post 16 and Post 18 support with college applications and career paths (CIAEG)

Sensory and/or Physical Need

Students may require Special Educational provision for a physical disability in order to access the full curriculum, this could include:

  • Vision

  • Hearing

  • Gross motor co-ordination

  • Fine motor co-ordination

  • Self-organisation for daily living

  • As well as conditions such as cerebral palsy, physical injury, dyspraxia


  • Dedicated and caring staff who value all students regardless of ability

  • Quality First teaching with appropriate differentiation

  • Visual aids to support key vocabulary, concepts and themes.

  • School adheres to guidelines on physical access.

  • Access to homework clubs.

  • Accelerated Reader Programme Whole School

  • DEAR (Drop Everything and Read)

  • Access to assessment for identification of significant needs

  • Personalised Support Plans/ Pupil profiles

  • Appropriate outside agency involvement including 1-1 support from advisory teachers and Targeted support from School Nurse

  • Specialised equipment and materials such as writing slope, hearing aid replacements

  • Access to assistive software