SEND
Support and Inclusion at Northdown Primary School
At Northdown Primary School, all provision and support are focused on the ultimate goal of growing independent young people as they prepare for adulthood. We strive to achieve the Kent Children and Young People (CYP) Outcomes Framework through a comprehensive, graduated approach to supporting all pupils. High-quality teaching is always the first step in responding to a pupil’s needs, ensuring access to a broad and balanced curriculum.
Universal Provision: Support for All
We ensure that all pupils benefit from consistent and supportive classroom environments. This universal provision includes staff being aware of classroom environmental factors such as lighting, noise, and screen positioning. Classrooms are uncluttered, and displays are meaningful, supporting the current subject or topic. To enhance accessibility, whiteboards or slides utilize a pale background (not white) and consistent, accessible fonts. Key routines are maintained, including clear expectations that are explicit and consistent.
Targeted Classroom Provision and Adaptations
When specific needs arise, teaching is adapted on a case-by-case basis, guided by the Mainstream Core Standards. We adapt our teaching approaches to suit how each pupil works best. Adaptations may include:
- Instruction and Processing: Allowing extra time to complete tasks, giving longer processing times, providing advance warning for any changes, simplifying language during explanations, and using names first to cue attention. We also encourage regular checking for understanding throughout the lesson.
- Resources and Accessibility: If necessary, providing access to a laptop or digital support for recording and accessing lesson resources using coloured overlays or paper in an agreed colour, and ensuring printed worksheets are easy to read with good size print. We also provide visual support, reminders, and subject-specific key word lists that include symbols or images. Resources may be enlarged (e.g., Font 18).
- Physical and Sensory Needs: Providing a pass for sensory regulation, physical, or medical needs, or enabling access to an agreed low arousal space to reduce sensory overload (e.g., noise or heat). Pupils may also benefit from regular movement or rest breaks.
Targeted Interventions
For pupils who require highly specific support, we offer a range of targeted interventions, which are part of Kent County Council’s local offer. These interventions address the four areas of need outlined in the SEND Code of Practice (2015):
| Area of Need | Availiable Interventions |
|---|---|
| Communication & Interaction |
Language Link, Speech Link, Mable, Social Skills, Attention Autism, Makaton, Social Stories, Communication Boards |
| Cognition & Learning | RWI 1:1, Reading Fluency, Dyslexia Gold, Shine, Paired Reading, TEACCH, Catch Up Tutoring |
| Social & Emotional Mental Health (SEMH) | ACE, Thrive, SA@S, Behaviour Mentor, Zones of Regulation, Lego Therapy, EBSA interventions, Reduced Hours Provision, Social Stories, School Counsellor |
| Physical & Sensory | Fizzy, Clever Hands, Sensory Circuits |
We also offer Blended Provision in The Nest, The Cave and The Harbour.
These are small group provisions with a high adult ratio, underpinned by Thrive and nurture principles. It is bespoke provision, shaped upon the needs of the cohort, often involving external agency advice. The goal is for all children in this provision to spend time in the main classroom each day, reviewed on an individual basis.
Ensuring Inclusion and Measuring Impact
We are committed to providing an inclusive provision for all pupils. All extra-curricular activities, including before and after-school clubs, school visits, and residential trips, are available to all pupils. We make reasonable adjustments so that no pupil is excluded from these activities because of their Special Educational Needs or disability.
To ensure the support is effective and working towards independence, we follow the Graduated Approach - a continuous cycle of Assess, Plan, Do, Review.
How we measure the impact of support:
- Assessment: If a child is not making the expected progress, an assessment is conducted, gathering input from the pupil, parents/carers, and external professionals where necessary.
- Plan: Outcomes (targets for improvement) are agreed upon, and a plan detailing the support to be offered is shared with parents and relevant staff.
- Do: The plan is put into practice, with the class teacher and SENCO responsible for ensuring the support has the intended impact.
- Review: We evaluate the effectiveness of the provision by reviewing the impact of interventions after six to eight weeks, monitoring by the SENCO, and using provision maps to measure progress. We also review progress towards goals each long term. This improved understanding of the pupil's needs then informs adjustments, ensuring the cycle of support continues to be relevant and effective.
We also support emotional and social development through the ACE mentoring programme, Thrive class sessions, lunch time clubs, and encouraging involvement in pupil voice groups and after-school clubs to promote teamwork and friendships. This holistic approach ensures we are actively working towards every child fulfilling their potential.
Information on the provision that the local area expects to be made available for children and young people with Special Educational Needs and/or disabilities attending mainstream schools can be found here:
Provisions for children and young people with Special Educational Needs and/or Disabilities
Find out what the SEND local offer is and how it can help you here:
Explore your options for SEN support. Follow the link below, answer a few questions and KCC will suggest useful sources of support: