James Watt Primary School

James Watt Primary School

A 'reading school'

How do we make adaptations to the curriculum and the learning environment for children with SEND?

 

In school, we ensure to our ‘best endeavours’ that every child’s needs with SEND are met, and we make ‘reasonable adjustments’ to enable children with SEND to access the curriculum and environment.

 

All staff identify barriers to children’s learning and work together to find solutions to address the barriers so all children can access the curriculum and school environments.

 

Reasonable adjustments to the curriculum include:

 

  • the provision of additional learning resources in lessons
  • using a range of teaching strategies in lessons
  • opportunities for children to work independently, in pairs, in groups and as a whole class in lessons
  • teachers planning for alternative methods to record children’s learning
  • additional adult support
  • consideration of a child’s preferred learning style
  • consideration of a child’s interests to support engagement
  • consideration of a child’s level of concentration
  • consideration of a child’s communication skills
  • allowance of the additional time required by individual children with communication, processing and memory difficulties
  • encouraging participation in the wider curriculum of school, including class and whole school assemblies, school trips and after-school clubs
  • encouraging participation in pupil voice opportunities, including involvement in the School Council and Junior Leadership Team
  • information is provided in large print, on coloured page or with coloured overlays to support children who have difficulty with reading from a whiteboard

 

 

Reasonable adjustments to the environment include:

 

  • the completion of Environment audits and risk assessments so children with SEND have safe assess to all areas of school
  • emergency and evacuation systems are set up
  • visual aids/signage is used around school
  • all areas are well lit, with all classrooms having blinds to support children with visual impairments
  • steps are made to reduce background noise for children with hearing impairments
  • calm, quiet areas are provided for children with sensory and emotional needs
  • a fully accessible toilet for children with physical difficulties
  • a lift to access the second floor for children with physical difficulties
  • Physical Management Plans are completed to identify the support children with Physical difficulties need to access the school environments safely