What are the different types of support that may be available for children at Holy Trinity CE Primary School ?

Area of needs / Whole school ethos and practice / Possible focussed support for some children’s additional needs / Possible support and intervention for a small number of children who may or may not have an EHC Plan
Social, mental and emotional health needs /
  • Consistent application of the school’s ‘Blue Sky’ behaviour policy
  • A nurturing and supportive learning environment
  • Circle time/ PSHE curriculum
  • Celebration assemblies
  • Teaching against the 6Rs (resilience, respect, resourcefulness, readiness, …
  • Playground buddies and play leaders
/
  • Nurture groups led by trained staff
  • Identification and assessment in school
  • Additional advice and support from agencies
  • Adaptations to the curriculum
  • Support to build relationships and engage with family and peers
/
  • Outreach support from specialist agencies including mentors, therapists and counsellors
  • Good news books to share between home and school
  • ECAF

Speech, language, communication and interaction /
  • Training for staff to meet the diversity of communication and language skills
  • Strong emphasis on speaking and listening
  • Communication friendly learning environment
  • Talk homework
  • Learning buddies
  • Visual communication tools
/
  • Talk Boost trained support staff
  • Small group phonics support
  • Personalised support and target setting in the class
  • Speech and language advice from our link therapist
/
  • Intervention from a speech and language therapist
  • Delivery of speech and language programmes

Learning difficulties /
  • Personalised targets
  • 1:1 time with the class teacher to discuss targets
  • Differentiation of the curriculum
  • Multi-sensory approach to learning
/
  • Curriculum is adapted to meet the needs of the pupils
  • Targeted intervention programmes
  • Learning plans (IEPs) with small step targets
  • Access to personal ICT
/
  • Access to small group work
  • Additional in class support
  • Educational specialist teaching support
  • Access to personal ICT equipment

Sensory and physical needs /
  • Physical education
  • Enhanced provision in the playground areas.
  • Outdoor curriculum
  • Seating position within the classroom
  • A multi-sensory teaching approach
/
  • Resourcing such as pencil grips, writing slopes, fidget cushions and toys
  • Focussed support in class
  • Sensory and physical small group sessions
/
  • Programmes from specialists
  • Adaptations to classroom equipment
  • Individual protocols and plans for children with significant physical or medical needs
  • Additional modifications to the school environment where necessary
  • Occupational therapist and Physiotherapist advice
  • Access to external advice and assessment