How we adapt the curriculum and learning environment for children & young people with SEN
We adapt the curriculum and learning environment for pupils with SEN as required to support their individual needs. Those needs may have been identified by specialist agencies, school staff or the pupil themselves. The adaptations will look different for different children in different year groups in different curriculum areas. Some adaptations at Pittington Primary School include:
- Re-thinking the way activities are planned and delivered so that learning is accessible to all children. For example, pre-visits to swimming baths to support the child with sensory difficulties to become familiar with acoustics as well as preparing them for a new change in their daily routine.
- All staff at Pittington Primary School are highly skilled and reflective practitioners. Whole school training, often bespoke to reflect the needs of our learners, is offered to all staff including those who do not work directly with children such as office staff, caretaker and School Governors. This ensures a holistic approach to SEN.
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Additional Support allocated across the school as necessary. This can be targeted Quality First Teaching in class interventions with the class teacher.
- Ensuring a range of strategies are always accessible such as movement breaks, fiddle toys, sensory boxes, thought processing lists, distraction aids, weighted blanket, lap belt as well as using relaxation and mindfulness techniques.
- A tag-team approach is a valued strategy used within our school to offer a pupil a change in environment and/ or person which can aid de-escalation.
- Re-arranging the learning environment to allow specific resources to be included in the classroom. For example, an individual workstation, visual timetable, break-out spaces and access to nurture provision.
- Whole school adjustments to ensure children are supported throughout their journey at Pittington Primary School. In advance of any year group transitions year groups are carefully allocated to classrooms which will facilitate access to particular in school provisions. For example, break-out spaces, intimate care facilities, school hall and direct access to outdoors.
- A communication journal called Tapestry is used to support home/ school links and communication. This is used for all children from Nursery to Year 6 and can be a particularly effective tool for parents whose children have additional needs.
- The school day and extra-curricular activities are accessible to all children, these include all educational visits (including residential), sporting activities as well as our out of school hours provision.
More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.
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