Whole School Provision Map - July 2017

Whole School Provision Map     Reviewed July  2017                                   


                  Curledge Street Academy



               Learning and Cognition Needs



                             Whole Class


·       Quality first teaching

·       Continuous Assessment for Learning

·       Benchmarking

·       Individual targets set in reading, writing and maths

·       Daily Read, Write Inc groups

·       Accelerated Reader programme across KS2

·       Daily independent reading (20 minutes in KS2)

·       Differentiation

·       Multi-sensory approaches for varying learning styles

·       Guided reading

·       Individual reading with adult helpers

·       Home/school reading record books

·       Parent liaison

·       Daily numeracy lesson

·       Visual aids in learning environment

·       Interactive displays

·       Writing/learning walls

·       Use of ICT

·       Focus on Key Learning Values and ethos value

·       Use of Kagan structures

·       Visits and visitors


        Small Group Interventions


Daily Read, Write, Inc groups

These will take place at 9.15-9.45 every morning for pupils in years 1-3. The groups are of various sizes according to need. They are reviewed and amended every 6 weeks.

Daily Read, Write, Inc Reception groups

These will take place at 9.15-9.45 every day for pupils in reception. The groups are small in size and are reviewed and amended every 6 weeks

Daily Fresh Start groups

Available for year 5 and 6 pupils as needed

Additional guided reading groups

To be arranged by the class teacher as necessary following pupil progress meetings

Writing groups

Run by TA to target children who need additional support with basic grammar. To be organised by class teacher.

Pupil conferencing (year 6)

To be organised by class teachers in order to plug any gaps

Maths sets (years 4, 5 and 6)

Daily 60 minute maths sets with additional teacher to allow the groups to be smaller.

Maths Intervention groups

Groups run by additional maths teacher for 6 weeks for targeted pupils in years 3, 4, 5 and 6  depending on need.

First Class in Number (maths intervention aimed at 2C mathematicians)

Trained TA as needed

Making Maths Magic (maths intervention aimed at 1B/1A mathematicians).

 Year 2 as needed

TA support in a small group in class

As needed and organised by class teachers


                                Individual Support

  For pupils at SEN support / EHC Plan


Read, Write Inc 1:1 tuition (years R to 3)

Run by SENCo, SEN TA or named TA to focus on Speed Sounds/ reading/fluency. Daily if possible for 10-15 minutes 1:1 for targeted pupils. Reviewed every 6 weeks following RWI assessments

Individual reading

To be arranged by the class teacher as needed with named adults

1:1 TA support

To be arranged by class teacher as needed

Toe by Toe

Daily programme for teaching phonic skills 1:1 for 10 minutes daily. See SENCo for details

Rapid Readers

Scheme of readers used mainly in years 4-6 with TAs in class. See SENCo for details

Various SEN  reading schemes available


Rapid Writing programme

Available from SENCo as needed

SEN concern form to be given to SENCo

To be filled in by class teacher to register a new concern about a child. See SENCo

Individual Assessment such as Dyslexia Assessment, BPVS, Standardised reading, comprehension and spelling tests

See SENCo if needed

Maths 1:1 Programmes

Power of 2 and Plus 1

(time and tables programmes also available)

Maths coaching programmes to be delivered daily and 1:1 if possible by TA. See SENCo for copy of the programme

LA Inclusion Consultant

Gill Hague is available for advice/ assessment. See SENCo to organise this

Outreach Teacher form Mayfield or Combe Pafford School

Outreach teacher will observe the child and provide a report and advice. See SENCo to organise the referral

Educational Psychology

See SENCo  to refer a child to EP for persistent learning or other difficulties

ISP reviews for children with EHC plans

To be organised by SENCo alongside CT and TA termly/6 monthly

Annual EHC plan reviews

To be organised by SENCo

Regular and planned parent liaison


To be organised by class teacher. Support available from SENCo as needed

SENCo monitoring of children’s progress


SENCo will monitor progress following each half-termly data drop and through termly pupil progress meetings

EAL assessment and monitoring

EAL Consultant available for advice and support in setting targets. See EAL Link teacher.

TAs to work on targets set in a small group or 1:1 depending on need.



          Behaviour, Social and Emotional Needs



                                  Whole Class


·       Consistent use of whole school behaviour policy

·       School/class reward system

·       House points

·       Regular celebration assemblies

·       Regular and planned parent liaison by class teacher

·       Class PSHE

·       Circle Time

·       SULP (year 1)as needed

·       Consistent use of rewards and sanctions

·       Visual timetable

·       Visual clues such as timers

·       Use of pastoral team

·        Behaviour Log on Cpoms

·       Time out room

·       Time Out


                       Small Group Interventions



Nurture Group – The Nest

Phase 2 group

Referred children are assessed using the Boxall Profile and attend 4 afternoons from 1.20-3.10.Targets are set which are reviewed termly (ILP) in class teacher conferencing with Nest staff. 2:8

Fledgling group

This runs on a Friday afternoon for 60 minutes for children who have flown The Nest (children attend fortnightly).

Thrive group – Phase 2

This is run for 1 afternoon a week by 2 trained TAs usually for 1 term 1.30-3.00 for 8 targeted children. See SENCo to add children to the list

Thrive group – Phase 3

This is run for 1 afternoon a week by 2 trained TAs usually for 1 term 1.30-3.00 for 8 targeted children. See SENCo to add children to the list

Lunchtime social skills group –

This is a group for children who may be experiencing difficulties on the playground. Run by the pastoral team. Daily

Lunchtime group – SEN room

This is a group for children who may be experiencing difficulties on the playground. Children learn social skills by playing games. Run by SEN TA. Daily

Supported table in Dinner hall

This is available for any child who finds it difficult to manage in the dinner hall or requires monitoring and is staffed by 2 TAs

Anger Management

Available from Pastoral support Worker for small group or 1:1

Self Esteem building

Available from Pastoral support Worker for small group or 1:1

Friendship issues

Available from Pastoral support Worker for small group or 1:1

Nurture - Reception

Nest staff available to model social skills activities FS and run special snack for targeted children as needed.



                           Individual Support

For pupils at SEN Support / EHC Plans


Pastoral Support Worker

To be arranged by class teacher as needed

TA Support 1:1

Usually for children with EHC plans. Can be full or part time.

MTA Support 1:1

For targeted children usually with EHC plans.

Individual Report Card System

Can be set up by class teacher or SLT to support children who are having difficulties in class.

Behaviour Thresholds

Produced by the LA to guide provision at levels 1 -5

 Behaviour Log on Cpoms

This is used to log any behaviour of concern when a member of the behaviour team is called for. Red card system in place

Lunchtime Behaviour Log

This is kept to record any behaviour concerns reported by MTAs. Children are sent in to the Time out room to reflect for 10 mins. Staffed by teachers on a rota and set up to support MTAs at lunchtime

Individual reward/sticker charts

Used in addition to whole class rewards for targeted children who need support

SEN concern form to register new concerns

To be completed by the class teacher at any time and given to SENCo

SENCo monitoring

To be arranged by the class teacher for any child causing concern. IBP to be written by SENCo/class teacher after consultation

Regular and planned parent liaison

To be arranged by the class teacher for any child causing concern. Supported by SENCo as needed

Referral to Educational Psychologist

See SENCo to refer a child for individual assessment

Referral to Chestnut Outreach

See SENCo to refer a child for additional Thrive Outreach. This can include 1:1 theraputic support (TA to accompany some sessions) and/or in class support from outreach staff and is usually for 12 weeks.

Intensive Chestnut Outreach

This is available where immediate support is necessary - such as when there has been a sudden escalation in behaviour or recent trauma in the family. See SENCo who will refer

Early Help Referral

This can be completed to support families using The Child’s Journey matrix. See Pastoral Support Worker or SENCo to initiate this

CAMHS referral (Child and Adolescent Mental Health Services

This can be accessed through discussion with Pastoral Support Worker or SENCo who have referral criteria. Primary Mental Health Worker now based at PCSA.

School Nurse

Referral form available from Pastoral Support Worker or SENCo for support for various medical issues

Safeguarding/ Child Protection

Monthly Safeguarding meetings are held in school with designated staff. Log kept. FOLLOW CHILD PROTECTION PROCEDURES

Welfare/behaviour concerns

These are all now logged on Cpoms. All staff have access.

Young Carers

See SENCo who will refer if needed

Core Group Meetings

Held regularly for children at Child in Need (CIN) or Child Protection (CP) and attended by Pastoral Support Worker. Head teacher attends any Initial CP meetings

PEP Meetings

Organised every term by the designated teacher for all children who are in care. Foster carers/parents/social workers attend along with a member of school staff.

LAC Reviews

These are independent reviews which are usually organised every 6 months for all children in care. Usually attended by Pastoral Support Worker/Designated teacher

Team Parenting meetings

Organised for specific children who are in care and usually attended by Pastoral Support Worker

Supported transition

Programme of support available for those children who find transition difficult. Class teachers to identify any children who will need additional support in the summer term (and at other times as needed). Pastoral Support Worker/SENCo to be informed so that a plan can be put in place.


         Communication and Interaction Needs



                                        Whole Class


·       Quality first teaching

·       Planned Speaking and Listening Activities

·       Kagan structures support children’s S&L

·       Visual timetable available

·       Visual clues such as timers

·       Consistent rules and routines

·       Explanation of changes

·       Weekly Talk Boost whole class lesson (R/year1/2)



                             Small Group Interventions


Social Communication Group

Can be run by HLTA for children in nursery and reception as needed

Talk Boost

Speech, Language and Communication group run by trained HLTA 1:4 for 30-40 mins 3 x a week for 10 weeks for children with delayed S&L in nursery, reception or year 1.

SULP – Social use of Language Programme

Can be used for whole class or groups of children. Weekly programme for 6 weeks run by trained TAs

Attention and Listening groups

Run by TAs for small groups of children as needed

Transition Groups

For those children requiring enhanced transition between year groups/schools

Speech Therapy

Speech and Language programme from Speech Therapist delivered by SALT / S&L HLTA


                          Individual Support (SEN Support / EHC plan)


Speech Therapist

Action Plan delivered by S&L HLTA following assessment by the Speech Therapist. Referral to SALT can be made through the SENCo

Speech Therapist 1:1 assessment of needs

Individual therapy sessions either in school or at Midvale Road clinic available from SALT

Outreach for ASD from Combe Pafford Staff

Available for children with a diagnosis of ASD. Referral made through SENCo

Earlybird/Earlybird Plus/Cygnet

10 week course available to parents (along with a member of school staff) of children with a diagnosis of ASD

Social Stories

Can be written for specific children as needed. See SENCo

1:1 TA/MTA support

Additional 1:1 TA/MTA support for specific children

SENCo monitoring and support

SENCo available for individual plan writing and reviews for specific children

Annual EHC Plan Reviews

SENCo organises annual reviews for children who have EHC plans involving relevant school staff and outside agencies.


                             Physical and Medical Needs



                                      Whole Class


·       Whole school handwriting policy

·       Whole school PE lessons

·       Numerous after school Sports Clubs

·       Huff and Puff equipment

·       Timber trial

·       Trained first aiders on duty

·       Clearly marked steps around the school site

·       Disabled facilities including lift and toilets

·       Handrails



                        Small Group Interventions


Fine motor skills group

List of activities available from SENCo for children requiring additional support in this area

Handwriting support group

Run by TAs for children who require additional support with their handwriting skills

‘Write form the Start’ motor skills programme

Available from SENCo for use with small groups or 1:1 to support the development of fine motor skills

Pencil grips/Hand hugger pens/easy hold scissors

All available as needed fron SENCo


                           Individual Support (SEN Support / EHC plans)


TA support 1:1

Full or part time for specific statemented pupils

Physio sessions

1:1 for specific pupils following a programme from physiotherapist

Occupational Therapy referral (OT)

This can be made through the SENCo or school nurse

Gross motor skills support 1:1

1:1 or small group for specific pupils following programme of suggestions from OT or physio

Referral to Hearing Impairment (HI)Advisory teacher

Referral through the SENCo which could lead to regular visit and recommendations. HI Advisory teacher is available to support specific children 1:1 on a weekly basis if needed

Referral to Visual Impairment (VI) Advisory Teacher/VI and Mobility/ICT

Referral through the SENCo for specific pupils

Outreach for Physical Disability

Referral to this service is available through the SENCo

Mayfield Outreach

Referral to this service is available through the SENCo

Annual EHC Plan reviews

Held in school for children with EHC plans

School nurse

Referral forms available from Pastoral Support \Worker or SENCo for advice on various health matters. Health care Plans written if needed and reviewed annually

Medical Log

A log is kept of all children with medical concerns. Each class teacher has a confidential list, which is also available from the SENCo and school office

Concentrators (tangle toys), fiddle pencils

Available from SENCo for children with attention difficulties