SEND (Special Educational Needs and disabilities)
At Barnsole, our approach to Special Educational Needs and Disabilities (SEND) is firmly rooted in the statutory framework set out in the Children and Families Act 2014 and the SEND Code of Practice 2015. We are committed to identifying and supporting pupils with SEND at the earliest opportunity, working in partnership with pupils, parents and external professionals to ensure that individual needs are clearly understood and appropriately met. Our provision is guided by the principles of person-centred planning, high-quality teaching and graduated support, enabling pupils with SEND to make progress and achieve positive outcomes.
In line with the Equality Act 2010, Barnsole is committed to ensuring that all pupils have equal access to education and school life, and that no child is placed at a disadvantage because of a disability or additional need. Reasonable adjustments are made to the curriculum, learning environment and school practices to remove barriers to learning and participation. We actively promote equality of opportunity and foster a culture of respect and understanding, ensuring that diversity is valued and inclusion is embedded across the school.
Underpinning all SEND provision at Barnsole is a strong commitment to the education of all pupils through an inclusive approach. We believe that every child is entitled to a broad, balanced and ambitious curriculum, regardless of need or ability. By embedding inclusive practice within high-quality classroom teaching and providing targeted support where required, we ensure that pupils with SEND are supported to develop academically, socially and emotionally, and to participate fully in all aspects of school life.
Below are details of some interventions that we are able to employ in the event that your child requires additional support with their learning, the Local Offer for Medway and other useful websites.
Phonics Support
Through regular and rigorous assessment, pupils who are at risk of falling behind in phonics are promptly identified. These pupils receive targeted “keep-up” phonics sessions delivered by experienced staff to address gaps in learning. Where additional support is required, pupils access structured “catch-up” interventions. Little Wandle Letters and Sounds SEND resources are used to provide an adapted approach for pupils who require further differentiation.
Reading Plus
Reading Plus is an adaptive literacy solution that improves fluency, comprehension, vocabulary, stamina, and motivation. It customises instruction for every student by placing students at their just-right levels based on assessment data, and continually adapting to ongoing progress.
FDL
A Fluency Development Lesson (FDL) is a short, intensive, daily reading intervention, focused on improving reading fluency through repeated reading of a short text with modelling, assisted reading, word study, and performance, helping struggling readers build confidence and comprehension.
Precision Teaching
This provision is delivered on a one-to-one basis or in small groups of no more than four pupils, led by a teacher or teaching assistant. Precision teaching is used to rapidly strengthen pupils’ knowledge of specific skills or facts, such as letter recognition, spelling or number bonds.
Attention Autism
Attention Autism is a structured intervention to support the development of attention, engagement and social communication skills, particularly for children with autism and related communication needs. It is designed to help pupils learn to focus, sustain attention, shift attention and share attention with others in a motivating and supportive group setting.
The approach is delivered through a series of highly engaging, visually stimulating activities organised into four stages, which gradually build attention and interaction skills. Sessions are adult-led and emphasise enjoyment, shared experiences and communication without pressure for immediate verbal responses. Attention Autism supports pupils to develop the foundations for learning by improving attention, listening and engagement within the classroom environment.
Lego Therapy
Lego Therapy is a structured, play-based intervention designed to support the development of social communication, language and interaction skills. It is particularly beneficial for pupils with autism or social communication difficulties, as it provides a motivating and purposeful context for learning alongside peers.
Sessions are typically delivered in small groups, with pupils taking on specific roles that encourage cooperation, turn-taking, listening, problem-solving and verbal interaction. Through shared construction tasks, pupils are supported to develop teamwork, negotiation and communication skills in a highly engaging and inclusive way, helping to build confidence and positive relationships.
ELSA
ELSA stands for Emotional Literacy Support Assistant. In a primary school, an ELSA is a trained member of staff who helps children understand and manage their emotions.
ELSA support is usually given one-to-one or in small groups. It helps children with things like recognising feelings, building confidence, coping with worries, managing friendships, and dealing with changes or difficulties. Sessions are calm, supportive, and tailored to the child’s needs. The aim of ELSA is to support children’s emotional wellbeing so they feel happier, more confident, and better able to learn and take part in school life.
Drawing and Talking and Sandplay
Drawing and Talking is a therapeutic approach used in primary schools to help children express their thoughts and feelings through drawing. Children are given a safe, calm space to draw while a trained adult listens and reflects on what the child shares. The child leads the session, choosing what to draw and talk about. This approach can help children process worries, experiences, or emotions that they may find difficult to explain with words alone.
Sandplay is a therapeutic method that allows children to express themselves using sand, small figures, and objects in a tray. Children create scenes or stories in the sand, which can reflect their feelings, experiences, or concerns. A trained adult provides a safe and supportive environment without directing the play. Sandplay helps children explore emotions, build understanding, and develop emotional resilience in a gentle, non-verbal way that feels natural and engaging.
Sensory Circuits
Sensory Circuits is a structured programme used to help children prepare their bodies and minds for learning. It involves a short sequence of physical activities that are designed to support sensory processing and self-regulation.
A sensory circuit usually includes three parts: alerting activities to wake up the body, organising activities to improve focus and coordination, and calming activities to help children feel settled and ready to learn. Sensory circuits can help children improve concentration, balance, coordination, and emotional regulation, making it easier for them to engage positively in the classroom.
Occupational Therapist
The school buys into an Occupational Therapy (OT) service each year. An Occupational Therapist can screen for a range of needs, including fine and gross motor skills, developmental coordination disorder (DCD), sensory processing difficulties, handwriting and pencil grip, core strength, posture, balance, and difficulties with activities of daily living within the school environment.
Following consultation with the class teacher, parents and the SENCo, an OT assessment may be deemed necessary and appropriate. The Occupational Therapist will then provide a detailed report with recommended strategies, activities or a specific intervention programme to be followed both in school and at home, supporting consistency and effective outcomes for the child.
Speech and Language Therapy Service (SALT)
The school buys into a Speech and Language Therapy (SaLT) service. A Speech and Language Therapist can assess a range of areas, including understanding and use of language (receptive and expressive language), speech sound production and clarity, vocabulary development, sentence structure, social communication skills, attention and listening, and early communication skills.
When school staff identify a possible need, and following discussions with the parent and SENCo, a referral to Speech and Language Therapy can be made. Some children require intensive SaLT intervention, while others may need a small number of targeted sessions. The therapist will always provide a structured programme of support, which is followed in school, with the expectation that it is also implemented at home. This collaborative approach ensures consistency and supports the best possible outcomes for the child.