SEND Provision

We recognise the importance of inclusion and ensuring that all children with SEND have appropriate support that allows them equal access to an inclusive and balanced curriculum to reach their potential.

All children will be valued and targeted at an appropriate level to make the best possible progress and promote their self-esteem. We work closely with parents/carers who are included in the decision-making process regarding a child’s provision. We support pupils based on needs and not diagnosis. Pupils will be supported to participate in all activities on offer throughout their school journey and adjustments will be made based on individual requirements.

 

We aim to:

• Meet the needs of all pupils who may have additional needs by offering them a broad, inclusive and balanced curriculum
• Record accurately and keep up-to-date the provision made for pupils with SEND
• Publish information about the arrangements for the admission of pupils with disabilities, the steps taken to prevent them being treated less favourably than others and the facilities provided to assist access
• Build upon success and encourage pupils to recognise their own achievements and take some responsibility for their learning
• Use our resources effectively to support the progress of our pupils with SEND
• Work co-operatively with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of pupils who have SEND

We have designed our Academic, Behaviour and Character Curriculum to support all children to thrive and children with special educational needs or disabilities are fully supported throughout our curriculum and benefit most from our teaching and learning approach. 

Our sensory provision has a positive impact on our children's wellbeing and learning. Children love our two sensory rooms in KS1 and KS2. Along with our sensory rooms, we have Calm Corners in every classroom and teaching space to support all children to thrive as part of the Tyndale Family.

 

 

 

 

 

 

 

 

 

 

We have a range of support and interventions to ensure all children have the best chance of success including Play Therapy, Dog Therapy, Lego Therapy, and many academic and pastoral interventions. 

 

 

 

 

 

 

 

 

 

 

Nurture Provision

Our nurture provision is a focused, short-term intervention for our early years and key stage one children with social, emotional and/or behavioural difficulties which make it harder for them to learn full time in their class. Our nurture provision is designed to address the social and emotional needs that can hamper our children's learning. So as well as providing academic teaching, our nurture provision is designed to help our children develop vital social skills, to develop confidence and self-respect, and to take pride in behaving well and in achieving.

Our nurture provision places a special emphasis on language development and communication: nothing is taken for granted and everything is clearly explained by our staff, with the help of demonstrations and (where helpful) physical gestures. Children are given the time they need both to listen and be listened to. This provision also gives children vital opportunities for social learning – for example by encouraging them to share food at breakfast and ‘snack time’ and to help other children in the group. The friendly, supportive relationship between the members of staff is also itself an important source of learning – a model for the children to observe and copy.

The children accessing our nurture provision also spend time with their class in their classroom and their days involve time in class, time in the nurture classroom, forest school, our life-skills room and time outdoors.