Provision Map
St Nicholas C of E Primary School, Henstridge, BA8 0QD.
Child’s Name:
Date of Birth:
Date commenced:
Areas highlighted to show individual provision.
Provision for all
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Cognition and Learning.
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Quality first differentiated planning and
teaching.
Some class based LSA small group
support for literacy and numeracy.
Daily phonics in small, differentiated
groups using Letters and Sounds. (KS1)
Daily guided reading in small,
differentiated groups.
Interactive whiteboards used daily in
class.
Daily VCOP lessons (KS2)
Individual reading with parent volunteers
Use of resources from
Resources4Learning changed half termly
Wave 2
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Wave 3
Targeted LSA small group support outside
Literacy and Numeracy lessons
Letters and Sounds / phonic boosters
used in KS2
Extra guided reading
ILI type activities in small group
Pre teaching / over teaching of
vocabulary
Numicon Group work
ELS
Springboard Maths
Memory Resources
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Individual reading program
ILI program
PAT (phonological awareness)
Numicon maths
Toe by Toe
Visual Perception Skills (LDA)
Surfers
Precision Teaching
Some specific individual literacy
provision in line with severity and
complexity of need
Some specific individual
numeracy provision in line with
severity and complexity of need
Increase in extend, frequency and
duration of interventions and
small group support
Outreach advice and
recommendations to develop
confidence
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Communication and interaction
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Somerset Total Communication
Environment
Drama and role play activities as part of
lessons.
Parental celebration assemblies.
Daily reading record signed and
commented in by parents.
Oxford Owl e-books.
Computer suite and laptops.
Bee bot
Visual timetable
Yearly report to parents
Weekly homework
Varied assemblies daily lead by different
adults and on different themes.
Visitors into school
Visits out of school
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Time to talk / socially speaking group
Speech and Language Program – small
group.
Talking Partners
Small group visual timetable
Additional in class support from Class
teacher or LSA
Clicker 5
Social Stories
Baseline communication Activities.
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Individual home/ school booklet
sent home daily
Individualised programs and
resources for communication
based on SALT advice
Individual support for Social
Stories
Individual social interaction and
communication support
Specialised communication
equipment
Social, mental and emotional health
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Positive whole school ethos.
Whole school behaviour policy
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Rewards and sanctions
PSHE & Citizenship Curriculum
SEAL
Circle Time and Golden Time weekly
Class Rules
Golden Rules for the school
Time out
Removal of Activities such as Playtime.
Extracurricular clubs
Home school agreement signed annually.
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Socially Speaking Program
Time to Talk
Dealing with feelings program
Pastoral support plans
Behaviour sanctions
Nurture sessions
Extra support in class.
Forest school
Outside learning
101 games for social skills
Additional support when needed
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Individual behaviour sanctions
Play time monitoring
Individual visual timetable
Use of individual resources –
worry beads etc.
One to one support
Individual program out of class
Separate play times
Separate seating arrangement
Daily discussion with parents
Home school book
Parent support advisor
involvement
SEBBS involvement
Circle of Friends
Time out
CAMHS program
Support at break and lunch times
Brain Gym
Handwriting exercises
Weekly PE lessons
Swimming lessons (KS1 and KS2)
Use of tyre park and trim trail
Use of school field and playgrounds
Use of school Learning Garden.
Use of decking KS 1 classrooms.
Welly Walks (KS1 and FS)
Daily hand/eye co-ordinations activities –
FS/KS1
sensory
Sensory and physical
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Speed Up – Kinaesthetic handwriting
program
Targeted small group to develop coordination and movement
Scissor skills activities
Small group hand/eye co-ordination
activities.
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Individualised programs based on
OT advice
Writing slope
Individualised specialist
equipment
Support from school nurse
Frequent input from outside
agencies.
Adapted PE lessons.
Adapted equipment or areas in
school.
Seating at the front of the group.
Individual Physiotherapy
program.
Individual Occupational Therapy
Program.
Access, review and assessment
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Groups structured by ability
Collaborative learning
Incorporation of all learning styles in daily
lessons
Pupil progress meetings
Access to equipment needed
National Curriculum Assessment – SATS
Year one phonic screening
Termly assessment in Reading, Writing,
Numeracy and Science.
Curricular Targets KS1 & 2.
EYFS profile updated half termly
APP in Reading, writing, numeracy and
science.
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Discussed at Consultation Meeting
Access to support services (for short
term, indirect or direct intervention)
Group IEP
On current monitoring register for SEN
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IEP review meeting termly
Individual assessment of needs,
learning and behaviour (NARA,
PhAB, BPVS etc)
On SEN register
Annual review meeting
Frequent discussion with staff and
parents
Individual timetable and planning
for intervention
Individual Assessment by Support
Services
Common Assessment Framework
(CAF)
Statement of Educational Needs
Consultation Meetings.
Support Services input into
planning, monitoring and
reviewing IEPs and SA+
/Statements