In our school we make provision for pupils with cognition and learning needs, children with social, emotional and mental health difficulties and children with sensory and/or physical needs through a variety of interventions.

We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including reasonable changes to the physical environment, changes to teaching styles as well as levels of adult support.

Each class teacher plans for provision within their class through intervention planning each half term. The progress within those interventions is monitored by the SENDCo and reported to governors.