We firmly believe that the best way to support our children with SEND is through the provision of high-quality inclusive teaching in the classroom.

We also firmly believe that every child has a right to access a broad and balanced curriculum.

However, it is also clear that some children, particularly some children with SEND, require additional support away from their 'normal' classroom and the usual curriculum offer.

As such, we offer the following levels of additional support:

• Curriculum literacy and numeracy interventions:
  • Identified students are taken out of some lessons in Yr7 and 8 to develop literacy and numeracy skills in hope of improving these levels so they can better access their GCSE subjects from Year 9 onwards.  These lessons take place in the Hive classroom, twice a week and are led largely by our SEND catch-up teacher, but also support by our SENDCOs and HLTAs.
  • Students still causing concern after these group sessions are often targeted with additional 1-to-1 support after their literacy/numeracy 'booster' group has finished
• Dyslexia Support Groups
  • Identified students with a formal dyslexia diagnosis or displaying dyslexic traits (when screened by Mrs. Harris) may be invited to take part in dyslexia support groups during the school day.  These groups are run by Mrs. Harris and focus on teaching students key skills relating to reading, writing and organisation; these groups are often specifically tailored to the needs of these children.
• Hive Interventions, including the following group and 1-to-1 support offers:
  • Additional catch-up in English
  • Additional catch-up in Maths
  • Reading support
  • ELSA sessions
  • Zones of Regulation sessions
  • Key Vocabulary groups
  • Friendship/Social Skills groups
  • Lego Club
  • Occupational Therapy 
  • Speech and Language Therapy
  • Touch Typing course
  • Dyslexia Gold
  • Art Therapy
  • Handwriting Support
• Additional Hive 'individualised support (this support is always agreed through the Head of Year and SENDCO and is part of a student support plan and/or EHCP)
  • OPT - specific teaching strategies for individuals shared with staff
  • Timetabled support for targetted lessons
  • Provision of coloured overlays/paper
  • School approved 'fidgets/concentration aids'
  • Laptop provision
  • Tablet loan scheme (coming soon)
  • Uniform adjustments
  • Doodle books
  • Different coloured pens and mini-whiteboards
  • Early lesson exits
  • Increase font size printing
  • Time Out cards: for supported movement breaks
  • Time Out cards: for co-regulation support
  • Time Out cards: for self-regulation support
• Access Arrangements including:
  • Computer-based reader
  • Computer-based scribe
  • Human Reader
  • Human scribe
  • 25% extra time
  • Rest Breaks
  • Prompts
  • Separate Room
  • Specific seating (medical row / back row)
  • Coloured overlays
  • Diabetic snacks
  • Diabetic mobile phone use
  • Live speaker
  • Modified papers
  • Reader pens
  • Use of a word processor/laptop