Summary of Provision for SEN pupils at Harris Tottenham – Key Stage 3 (Years 7 & 8 )
Universal
All pupils
Targeted
Pupils with additional needs
Specialist
Pupils with significant needs
Communication
and interaction
needs
All pupils progress tracked and key strategies
implemented across subjects.
Pastoral support from form tutors each
morning.
Opportunities at break and lunch to interact
with peers.
Opportunities for class discussion across the
curriculum.
Consistent encouragement of formal
language.
Visual prompts and aids across the curriculum,
which are subject specific.
Access to speech and language therapist.
Child’s profile circulated to all teachers.
Specific interventions to support communication
and learning needs
Social skills groups.
1:1 support in lessons from trained teaching
assistants.
TA intervention in class to support language.
Regular training for teachers to support children
with specific needs.
Break and lunchtime provision.
Cognition and
learning needs
Differentiated lessons according to childrens’
ability.
Range of learning styles incorporated across
the curriculum.
Range of resources to encourage cognitive
development.
Staff presence around the academy during
structured and unstructured times of the day.
High expectations of behaviour.
Key awareness days for all pupils.
Clear behavioural steps visible to all children.
All behaviour recorded and tracked on system.
Wide variety of extracurricular activities.
Morning club for all students.
Independent learning clubs.
Specific learning interventions which are time
specific and have clear outcomes.
Access to Educational Psychologist
Child’s profile circulated to all teachers.
Social, mental
and emotional
health
Counsellor service.
Staff behaviour mentors.
Social skills training.
Access to Educational Psychologist.
Child’s profile circulated to all teachers.
Pupil support plans in place where appropriate.
Behaviour Support Service recommendations.
Time out card.
Break and lunchtime provision.
Pupils with complex needs
1:1 speech and language therapist assessment
and recommendations.
Speech and language small group work.
Regular CPD for staff working with children
with significant and/or complex needs.
SEN team 1:1 sessions to work on specific
targets.
Small group social skills and language
development groups.
Supervised lunch and break provision to
encourage social language.
Transition sessions to understand
expectations of new settings and prepare for
changes.
Parent workshops and coffee mornings.
Personalised timetables with differentiated
activities.
Task adjustment with additional learning
resources.
Specific environments for learning
Supervised lunch and break provision to
encourage social language.
Time out card.
Counsellor service.
Educational psychologist involvement.
Sensory and/or
Physical needs
Children walk in a clockwise direction.
All classrooms fitted with glass fitting.
Air conditioning and heating.
Blinds on all windows.
All toilets unlocked.
Stairwells clearly marked.
Classrooms and floors colour coded.
Interactive whiteboard in every classroom.
Specialist PE teaching.
Extracurricular clubs and opportunities.
Lifts access / lift pass.
Wide corridors.
Disabled toilets.
Space to leave books/equipment throughout the
day.
Pen and pencil grips.
Fine motor and handwriting groups.
Resources for Occupational therapy/physio
therapy activities.
Pen and pencil grips.
Sensory toys.