An outline of the provision we may offer to children with Special
Educational Needs and Disabilities (SEND)
The curriculum we offer at Millfield recognises children’s prior learning, provides first hand learning experiences and allows the children to develop interpersonal skills, building resilience and developing creative, critical thinkers. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and aim to nurture happy, investigative and enquiring children with a thirst and curiosity for new experience and knowledge.
We celebrate and welcome differences within our school community. Every child is recognised as a unique individual and we have high expectations that every child should meet with success whatever their starting point. In order to achieve this we offer the following range of provision to support children with SEND as part of good general teaching practice in making reasonable adjustments to support learning. We support children with a wide range of needs, including specific learning difficulties, speech and language difficulties, ASD, ADHD, and physical and neurological difficulties.
We offer different levels of support:
Universal Support: To meet the needs of all our pupils. High Quality Teaching such as metacognitive strategies/resources, differentiation, hooks for learning, visual cues, manipulatives, PSHE , Steps behaviour approach.
Universal+: Short term intervention to address a gap in learning and no further intervention necessary.
Targeted: Deeper support for issues that are not temporary. For pupils who need further differentiated or specific targeted interventions = Sustained intervention to address a specific need ie GDD, phonics or a SEMH need (see SEMH provision) ie: lego therapy.
Targeted +: Educational needs so significant that these prevent the children from accessing learning. Sustained and differentiated support for children with an EHCp, Pastoral Support Programme etc. This may involve a personalised curriculum/timetable.
Staff access training to enable them to support children with additional needs as part of quality first teaching. Support may include any of the following:
Interventions | Level |
Strategies to support/develop Literacy development, including reading - 1:1 or small group guided reading by teacher or teaching assistant
- 1:1 daily reading with teaching assistant/Tilly the Therapy Dog
- Elklan trained staff for flexible in class approach
- Adjustments to seating to reduce distractions
| Universal |
- Short, focused phonics teaching activities following teacher assessment to identify needs, in either 1:1 or small group using a range of resources
- Pre-teaching topic specific vocabulary – use of word learning tool kit
| Universal + |
- 1:1 intervention by SENDCo/teacher/TA
- Close working relationship with SpLD specialist teachers and implementation of programmes
- Advice from other professionals e.g. Educational Psychologist, Autism Advisory Teacher to provide and implement strategies to support and improve access resulting from barriers arising as a result of difficulties associated with specific conditions
- Use of assistive technology
- Literacy TA/SENDCo supported by Specific Difficulties Learning Base
| Targeted |
- External Professional advice for differentiated curriculum and/or timetable
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
- AET progression framework to support need of ASD pupils
| Targeted + |
Strategies to support/develop Numeracy development - 1:1 or small group teaching by teacher or teaching assistant following assessment
- Personalised learning in 1:1 or small group following programme devised by teacher, delivered by teacher or teaching assistant
- Kinaesthetic approach to numeracy teaching – equipment available for all children
| Universal |
- Short, focused teaching on specific activities following teacher assessment to identify needs, in either 1:1 or small group using a range of resources
| Universal + |
- Close working relationship with SpLD specialist teachers and implementation of programmes
- Advice from other professionals e.g. Educational Psychologist, Autism Advisory Teacher to provide and implement strategies to support and improve access resulting from barriers arising as a result of difficulties associated with specific conditions e.g. chunking of work, pre-teaching key mathematical words and precision teaching where specific areas of difficulty have been identified.
| Targeted |
- External Professional advice for differentiated and timetable and curriculum
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
- AET progression framework to support need of ASD pupils
| Targeted + |
Planning and Assessment to support learning - Highly focussed pupil progress meetings to identify barriers to learning and adjust provision to match needs every half term
- Early identification of any vulnerabilities that may present barriers to learning
- Formative feedback to support learning progression linked to consistent policy and practice to provide continuity and set high expectations – feedback appropriate to learning stage of pupil and may be written, verbal or in the form of photographs
| Universal |
- Intervention tracking and feedback at pupil progress meetings to track progress in Universal + interventions
| Universal + |
- Intervention tracking and feedback at pupil progress meetings to track progress in Targeted interventions
| Targeted |
- Use of small steps assessment tools to measure progress over time and identify gaps
- Differentiated planning tailored to individual’s interests
| Targeted + |
Provision to facilitate/support access to the curriculum - Supportive seating arrangements e.g. planned classroom layout, carpet spot
- Working outside of classroom in quiet areas
- Metacognitive skills taught within everyday learning such as organisational skills, memory support
| Universal |
- Readily available equipment to support access to the curriculum and/or learning environment
- Access to IT
- Supportive seating arrangements e.g. planned classroom layout, own space with equipment and personal
| Universal + |
- Access to ear defenders, wobble cushions, ‘fiddle’ toys, writing slopes, pencil grips, coloured overlay etc
| Targeted |
- Advice sought from wide range of relevant professionals and strategies implemented
- Development of individualised, differentiated curriculum based on children’s individual interests wherever possible.
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
| Targeted + |
Strategies to support the development of independent learning - Well organised classrooms
- Metacognitive skills taught within everyday learning such as organisational skills.
- Consistent application of Millfield PROUD rewards across school
- Use of visual timetables/checklists/daily timelines Working walls/ learning support via displays
| Universal |
- ‘Chunking’ of activities
- Activity planners
| Universal + |
- Pre-teaching topic vocabulary
- Interventions demonstrating use of
| Targeted |
- Access to personal ICT
- Personal table base with equipment
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
| Targeted + |
Strategies to support development of positive behaviour for learning and develop self- esteem (See SEMH provision) - Millfield Behaviour Policy and home school agreement
- Consistent re-enforcement and use of Millfield reward systems (PROUD & house tokens, values trees, KS reading target walls)
| Universal |
- Individual or small group social skills support
| |
- Use of reflection time
- Peer Mentors
- Pastoral Support Programme
- Part-time timetable as short term support to manage major escalations in challenging behaviour
- Use of social stories
- Risk assessment to identify strengths and difficulties and strategies to support
- External advice sought as necessary
- Protective behaviours
| |
Strategies to reduce anxiety/promote emotional well-being (including communication with parents, professionals, meetings and preparation of reports) - Class yoga
- Class daily mile
- Class Brain breaks (sensory breaks)
| Universal |
- Faces & Feelings bespoke intervention provided by TA
- Parents are welcome to make an appointment or call in to see the head teacher, class teachers, Family Support Worker, key workers or SENDCo at any time.
| Universal + |
- Termly KIT meetings for parents
- Sensory audits – adjustments to reduce sensory overload with accompanying anxiety
- Millfield staff are experienced in liaising with a wide range of professionals and accessing specialist support where necessary. Recommendations are implemented and progress monitored regularly
| Targeted |
- External Professional advice/meetings for differentiated and timetable and curriculum
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
- AET progression framework to support need of ASD pupils
| Targeted + |
Strategies/Programmes to support speech and language development - Staff trained in Elkan
- All staff trained in Communication Friendly School strategies
| Universal/Universal+ |
- Programme provided by speech and language therapist delivered by teacher and trained teaching assistant between 1 and 3 times weekly
- Literacy support TA/SENDCo input strategies
- Class TA or possible Learning Support TA available at various times to support differentiated timetable and curriculum in class.
| Targeted/Targeted+ |
Support/supervision at unstructured times of the day, including personal care - Breakfast/Fun club before and after school
- Lunch time quiet area
| Universal/Universal +/Targeted |
- Key Worker support
- Individual break and lunchtime timetables and arrangements
- Intimate care plan,
| Targeted + |
Access to medical interventions - Identified First Aiders and timetable
- Identified Paediatric First Aiders
- Close liaison with parents
| Universal/Universal + |
- Access to, and support from, school health advisor
- Information on individual children e.g. allergy suffers class pack and displayed in staff room
- Liaison with relevant medical advisor regarding necessary training to support medical needs e.g. teaching
| Targeted |
- assistant trained to support child with type 1 diabetes, ESMA for children with long absences from school due to medical needs
| Targeted + |
The needs of the vast majority of children at Millfield School can be met using strategies appropriate to their needs from the above list. However, where children are identified as having complex needs, a decision may be made to apply for an EHCplan in order to support their learning in the light of their complex needs.
