Quality first teaching in the classroom should be in place to support all children. This ‘universal support’ should enable most children to make good progress.

At Cuxton, we provide opportunities for all pupils to experience success by:

• Adapting lessons whilst maintaining high expectations so all pupils can meet expectations.
• Balancing input of new content so that pupils master essential concepts.
• Making effective use of teaching assistants.

The class teacher will carefully monitor the response to any reasonable adjustments made so that the child can access learning.

If these difficulties persist despite inclusive quality first teaching, it is crucial to inform the SENCO. At Cuxton, we do this by using an in-school referral form, which allows the SENCO to better understand the child’s needs and initiate or request more targeted intervention or more in-depth assessment. This begins the assess, plan, do, and review cycle (also known as the Graduated Approach), which is a process that schools use to support children and young people with Special Educational Needs and Disabilities (SEND).

The SEND Code of Practice (2014) clearly states that early identification of children with special education needs should be a priority; the earlier difficulties are identified, the earlier intervention and support can be initiated to address them.

We provide the following interventions:

• Toe by Toe
• Stride Ahead
• Numicon
• CBT Starving the Anger/ Anxiety Gremlin
• Dandelion Launchers, Moondog, Alba and Talisman
• Daily Reading
• Lego Therapy
• Drawing and Talking
• Social skills groups
• Well-being support
• Speech and Language therapy
• Precision Teaching
• Clever Fingers
• Little Wandle for children with SEN