SEND in the Curriculum

At Hook Junior School we are committed to offering an inclusive curriculum to ensure the highest possible progress for all of our pupils, whatever their needs and abilities. We value the contribution that every child can make and welcome the diversity of culture, religion and ability. The school seeks to raise achievement and remove barriers to learning.

The needs of pupils requiring special education are met primarily through providing a differentiated and appropriately planned, inclusive curriculum within the classroom. Assessment forms an integral part of the planning, teaching and learning process at Hook Junior School. It provides information for teachers to enable them to identify children with Special Education Needs, evaluate their strengths and weaknesses and so plan the next step in their learning. This ensures effective, quality learning through meeting wherever possible, all the needs of children with Special Education Needs - intellectually, socially, emotionally and physically.

How will the school curriculum be matched to my child’s needs?

All work within class is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. This may involve a personalised curriculum for some pupils. Teachers plan and tailor lessons to address the different learning styles within their class and provide appropriate resources and scaffolding to support learning.

Here are some examples of how our curriculum and learning environment are adapted or made accessible for pupils with SEND:

  • Quality First Teaching with focused support to help children with identified needs access the learning for their year group
  • Use flexible groupings – including small group work and intervention
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities
  • Specific individual support for children whose learning needs are severe, complex and lifelong
  • Pastoral and well-being support;
  • Access to a range of ICT and Technology, including our school laptops and iPads;
  • Enrichment opportunities to stimulate and motivate learning
  • Assessment procedures that emphasise pupils’ strengths and achievements;
  • Applications during national testing at Key Stage 2 to obtain additional time or support