After gathering information from parents, teachers and, whenever possible, from the child themselves, referrals would be made to the relevant external agencies.

Provision of interim enhanced adult support whilst the process runs is extremely limited. However, it may be made at the level to support a pupil's emotional regulation where it disrupts learning.

When an EHCP is in place, personalised assessment arrangements, individual target setting and personalised progress tracking and assessment are managed through an ongoing assess, plan, do and review process that includes annual reviews.

The provision outlined in section F of the EHCPs for all the children with one currently at the school, forms the model of provision at the different banding levels. This is how the school balances a strategic approach to provision and the individual needs of each child.

Speech Difficulties (Sound Production)

• Speech that is unclear or difficult to understand for their age

• Persistent sound substitutions (e.g. “tat” for “cat”) beyond expected developmental stages

• Difficulty producing certain sounds or sound blends

• Stammering or disrupted fluency

• Unusual voice quality (very hoarse, nasal or strained)

  
  

🧠 Language Difficulties (Understanding and Expression)

Receptive Language (Understanding):

• Difficulty following instructions, especially multi-step directions

• Appearing not to listen or frequently asking for repetition

• Difficulty understanding questions, new vocabulary or abstract language

• Misinterpreting information

🗣 Expressive Language (Using Language):

• Limited vocabulary compared to peers

• Short, simple or grammatically immature sentences

• Difficulty finding the right words

• Problems retelling events in sequence

• Over-reliance on gestures rather than spoken language

  
  

💬 Social Communication Difficulties:

• Difficulty taking turns in conversation

• Limited eye contact or awareness of listeners

• Struggling to stay on topic

• Literal understanding of language (difficulty with humour, sarcasm or inference)

• Difficulty interpreting social cues or body language

• Challenges initiating or maintaining friendships

📚 This can then have an impact in the Classroom. For example:

• Slow progress in reading and writing

• Difficulty accessing the wider curriculum

• Frustration or withdrawal during discussion-based tasks

• Behaviour that may reflect underlying communication frustration

🧠 General Learning Difficulties

• Attainment significantly below age-related expectations across subjects

• Slow rate of progress despite high-quality teaching and intervention

• Difficulty retaining previously taught concepts

• Limited ability to transfer skills from one context to another

• Requiring repetition and overlearning to secure knowledge

📖 Literacy Difficulties

• Persistent difficulty with phonological awareness

• Slow, inaccurate or laboured reading

• Poor spelling that does not improve with practice

• Difficulty structuring sentences and extended writing

• Problems with reading comprehension

➗ Numeracy Difficulties

• Difficulty understanding number value and quantity

• Struggles with basic number facts and recall

• Difficulty applying mathematical concepts to problem-solving

• Confusion with mathematical vocabulary

🧩 Processing and Memory

• Weak working memory (forgetting instructions quickly)

• Difficulty following multi-step instructions

• Slow processing speed

• Difficulty organising ideas or planning tasks

• Challenges with sequencing information

📚 In the classroom, this might look like:

• Becoming easily overwhelmed by new learning

• Avoidance of independent tasks

• Fatigue during cognitive demand

• Low confidence linked to academic tasks

• Greater reliance on adult support than peers

-Blocks of speech and language therapy groups

-Regular blocks of speech and language therapy

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support, and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems. 

These services are run by the local authority. They provide the Language, Communication and Interaction Service (LCIS), the Sensory Service for children with deafness, hearing loss, visual impairment and multi-sensory impairment, the Complex Needs and Dyslexia Service (CNDS) and other specialist staff for children with specific learning difficulties, learning difficulties and physical disabilities.

-Blocks of group work

-Enhanced adult support to access learning for a part of the timetable or shared in a group, full-time. Not including unstructured times

-Regular blocks of group work

-Enhanced adult support to access learning or shared with other pupils full-time but not always including unstructured times

SCYPS (Specialist Children & Young People's Services) provides a wide range of health services for children and young people who are registered with a Newham GP and aged up to 18 years old. They provide speech and language therapy, specialist nursing, physiotherapy and occupational therapy.

This service supports mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour.

-Individual work station or system if required to ensure emotional regulation and/or access to learning

NASEN supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at a national level through our partner networks, developing useful resources and delivering effective CPDL

-Some speech and language therapy input

- Some small group work

• Sensory Room/ Soft Play Room

  
  

The key areas we want to support our children who have Special Educational Needs with are:

• Aspirational and ambitious progress from individual starting points

• Independence and self-advocacy

• Emotional well-being and a strong sense of belonging

• Effective communication and social interaction skills

• Successful transitions and long-term life readiness

There are many ways to raise concerns and contact them:

• on the playground before or after school

• email to the school

• message through Studybugs

• Parents Evening appointments

• phone call through the main office

We will do our best to respond to your concerns within 48 hours.

• 🥳 Make Communication Joyful: Removing the "work" from interaction. The intervention focuses on shared laughter and "wow" moments to show the child that communicating with others is rewarding.

• 🧐 Increase Attention Span: Gradually building the child’s ability to focus on a task, starting from a few seconds to several minutes.

• 🤝 Foster Shared Attention: Teaching the child to look at the same thing as someone else (joint attention), which is a critical precursor to language development.

• 🗣Encourage Spontaneous Speech: Creating "communicative temptations" where a child feels a genuine desire to comment or ask for more, rather than just repeating prompted phrases.

1. Strengthening Receptive and Expressive Language

This is the "input and output" of communication. The goal is to ensure the child isn't just hearing words, but processing them correctly.

• Vocabulary Expansion: Introducing "tier 2" words (high-frequency words used by mature language users) in a sensory, memorable way.

• Sentence Construction: Helping children move from single-word or "telegraphic" speech to complex sentences using connectors like "because" or "and."

• Following Instructions: Practicing multi-step directions (e.g., "Get the blue pen, then sit by the window") in a low-pressure environment.

2. Developing Pragmatic (Social) Skills

Many children with SEND, particularly those with Autism or ADHD, may understand the dictionary definition of a word but struggle with the "unwritten rules" of conversation.

• Turn-Taking: Learning the rhythm of a conversation—knowing when to speak and when to listen.

• Topic Maintenance: Staying on a subject rather than "tangenting" to a preferred interest.

• Non-Verbal Cues: Interpreting body language, eye contact, and tone of voice, which often convey more meaning than the words themselves.

3. Improving Auditory Processing and Memory

A primary aim is to sharpen the brain's ability to "filter" sound.

• Auditory Discrimination: Distinguishing between similar-sounding words or focusing on a leader's voice despite background classroom noise.

• Working Memory: Training the child to hold a piece of information in their head long enough to act on it.

4. Building Emotional Literacy and Confidence

Language is the primary tool for self-regulation. Without the words to describe a feeling, a child often resorts to "behavior" to communicate distress.

• Labeling Emotions: Moving beyond "happy" and "sad" to words like "frustrated," "anxious," or "excited."

• Reducing Communication Anxiety: Creating a "safe-to-fail" space where children feel comfortable stuttering, pausing, or searching for words without judgment from their neurotypical peers.

1. Alert (The "Wake Up" Phase)

• The Goal: To stimulate the central nervous system and prepare the brain for sensory input.

  
  

• Activities: Jumping on a trampoline, star jumps, skipping, or bouncing on a therapy ball.

  
  

• For the Child: It provides the "big" vestibular and proprioceptive input they often crave.

2. Organise (The "Focus" Phase)

• The Goal: To demand multi-sensory processing and motor planning. These activities require the brain and body to work together to complete a specific challenge.

• Activities: Balancing on a beam, log-rolling, throwing a beanbag into a target, or "climbing" through a tunnel.

  
  

• For the Child: It improves coordination and spatial awareness, forcing the brain to "organize" the chaotic sensory input from the Alerting phase.

  
  

3. Calm (The "Ready" Phase)

• The Goal: To leave the child in a steady, quiet, and grounded state before they return to the classroom.

• Activities: Heavy muscle work like "wall pushes," weighted blankets, deep pressure (firm rubbing of arms), or slow yoga stretches.

  
  

• For the Child: It ensures they don't return to class "hyper" from the jumping; it settles the nervous system so they can sit at a desk.

Inclusion means that children need a learning space which includes them. Therefore we have three pathways for children who are not yet ready to be in class full time. These children will have Education, Health and Care plans. These children will have Special Educational Needs Teacher planning, assessing and teaching them as well as a mainstream teacher.

Intervention Group 1

These children require a very specialist, personal curriculum, timetable and learning environment. They have higher number of adults to support them with their learning and emotional regulation.

Intervention Group 2

These children are beginning their semi-formal education and have personalised timetables which include core subjects. These children will still require a higher ratio of adults and will have periods in their group and in their mainstream class.

Intervention Group 3

These children are moving from semi-formal to more formal timetables but continue to include many interventions to close the gap with their typical peers. They will join for more of their mainstream class' lessons.