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SEND in the Wider Curriculum

SENCO Leads: Mrs Wheeler & Mrs Barbet-Sawyer

SEND and the curriculum

At Ripple Primary School we cater for a wide range of need. The staff are dedicated and trained to ensure children’s needs are met so that they can reach their full potential.

The areas of need outlined by the SEND Code of Practice (2015) are:

Communication and Interaction:

For example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties

Cognition and Learning:

For example, dyslexia, dyspraxia

Social Emotional and Mental health:

For example, attention deficit hyperactivity disorder (ADHD)

Sensory and/or Physical Needs:

For example, visual impairments, hearing impairments, processing difficulties.


The school offers an environment which promotes independence and attainment. All pupils have access to classrooms which enable learning using strong visual systems and structures. Learning opportunities will be rewarding, absorbing and adapted to meet pupil’s needs and teaching styles are diverse. Staff will work in a supportive way and encourage peer support and collaborative learning in an atmosphere of inclusion. Where a child has a disability the school will seek to ensure they have access to the necessary equipment required to enable them to access the environment and the curriculum and to communicate their learning and progress effectively. 


The school will ensure that all children have access to a broad, balanced and creative curriculum and that the National Curriculum’s programmes of study are flexible enough to meet every child’s needs. We are committed to narrowing the attainment gap between SEND and non-SEND pupils. We do this through a variety of different provisions. Our approach to such provision follows the graduated approach outlined in the Code of Practice (Assess, plan, Do. Review)


Regular assessments of pupil’s progress enable staff to plan and carry out adapted lessons and/or short term interventions using specific strategies which may be suggested by our SENCO’s or outside agencies. Strategies and support may include: workstations, communication tables, visual aids, writing frames, personal dictionaries as well as speech and language programmes and specific interventions such as Dyslexia Gold or Social skills/ Nurture groups.


High quality teaching, careful planning and adaptations to meet all abilities help our children achieve their full potential.   In our wider curriculum SEND needs are supported in a variety of ways depending on the lesson and child. Lessons often have additional provision such as scaffolded worksheets, use of Widgit to help with key vocabulary and teacher led or adult led groups. 


Co-operative learning is a strategy employed by the school in all areas of the curriculum. This promotes children working together in groups and pairs to help develop each other’s learning. This is also helpful in the development of building relationships, social and interactional skills. This is complimented through PSHE lessons and assemblies. In the playground children are supported and supervised by teachers, teaching assistants and midday staff. They assist in helping children develop their social skills and play skills. A range of after- school clubs are available to all children. Where necessary teachers liaise with the SENCO to ensure that they are accessible for children with a wide range of needs.


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