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SEND

SEN Coordinator (SENCO): 

Mrs Helen Webster, Emmaus Catholic and CofE Primary School, Sheffield, S2 5FT 0114 2766474

 

Intervention Programme Outline

LEAP: Language Enrichment Activity Programme:

The LEAP is a structured 12 session programme, which aims to develop children’s oral language skills.

The LEAP is appropriate for children from F1 –Y1 who may have limited speaking and listening skills for a range of reasons. This could include children with English as an additional language, children with poor speaking and listening skills, or children who have had limited opportunities to develop their speaking and listening.

The programme can be run by teaching assistants with the support of the class teacher and the SENCO.

VIP: Vocabulary Improvement Programme:

The VIP is a structured 12 session programme, which aims to develop children’s oral vocabulary learning. This intervention develops children’s links between vocabulary, word meaning and sentence building skills.

The VIP is appropriate for children from F1 –Y4 who may have limited vocabulary skills for a range of reasons. This could include children with English as an additional language, children with poor speaking and listening skills, or children who have had limited opportunities to develop their oral language. The VIP aims to teach children vocabulary learning strategies to support storage and retrieval of vocabulary as well as new word learning.

The programme can be run by teaching assistants with the support of the class teacher and the SENCO.

NIP: Narrative Improvement Programme:

The Narrative Programme is a structured 12 session programme, which aims to develop children’s oral language skills. This programme develops narrative skills and creates a small group language learning environment.

The Narrative Programme is appropriate for children from Y2 to Y6 who may have limited oral language skills for a range of reasons. This could include children with English as an additional language, children with poor speaking and listening skills, or children who have had limited opportunities to develop their oral language. The Narrative programme creates a language environment where children are motivated to talk, providing opportunities for teaching staff to scaffold language and enable children to develop their speaking and listening skills.

The programme can be run by teaching assistants with the support of the class teacher and the SENCO.

LEXIA: Reading and Phonics

LEXIA is a basic skills software which is designed to assist in the rapid acquisition of reading skills in an engaging and consistent way. Lexia software is extremely effective in accelerating reading skills and closes the Reading Gap for those who have fallen behind. The greatest gains are achieved when the Three Best Practice Goals are met.

The 3 Lexia Best Practice Goals:

  1. Students are timetabled to interact with the software(typically 3x 20 min/week).
  2. Teachers utilise reports to monitor student performance (typically once/week).
  3. If necessary, students receive additional practice based on their performance (lesson plans and worksheets are provided by the system).

SPRINGBOARD MATHS

Springboard Maths Aims:

  • To support the identified children and to remedy particular weaknesses in number so that they are in a better position to access and benefit from the teaching programme in Year 4 and beyond;
  • To set the expectation that these children catch up with their peers;
  • To help teachers to prepare a teaching programme enabling children to fully benefit from the main teaching programme for Year 4 as soon as possible.

The materials focus on key areas of number. They provide additional tuition for small groups of six to eight children outside the daily mathematics lesson (DML) during the weeks when these areas are being taught in the DML. The ten units of work are designed to be used flexibly over the first term and a half of the school year.

Local offer

Every early year setting, school and college must outline what their local offer is to children and young people with special educational needs and/or a disability (SEND).

To help you do this the local authority will publish your responses to the following questions. The responses need to be jargon free, ensure clarity of language and provide information about where to go to get further advice or guidance if needed