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.

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.

-Specialist environment designed to support pupils with ASD or PMLD whilst maximising time accessing the mainstream environment

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

-Soft play room

-Moving and handling equipment

-Essential medical equipment and procedures i.e. respiratory equipment

-Other therapy provision as agreed by the school with the local authority and as stipulated in the SLA

This approach develops friendships, social skills, and a sense of belonging, whilst allowing each child to access the same learning opportunities as their peers at a level suitable to them. By working together, all children benefit from a more tolerant , empathetic, and inclusive environment.

Our teachers plan lessons carefully to meet different learning needs, using a variety of teaching styles, and provide support or challenge where needed. This allows all children have the best chance to succeed without always needing extra support and allowing them to 'be the best that they can be!'

It uses a range of fun, motivating activities to encourage them to focus, take turns, and join in. This enables them to build their attention and communication skills in a highly engaging way!

It’s like playing with Lego bricks while also learning important skills for interacting with others!

It aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning.

Sensory circuits are a great way to both energise and settle children so they can focus and engage better in the classroom.

The range of activities are utilised at different times of the day as part of a sensory diet to help a child regulate. Sensory circuits will generally start with alerting activities, moving to an organising phase and then finally to a calming phase.

This intervention supports children to be regulated and ready for the learning ahead.

It is a short, daily small-group activity designed by speech and language therapists, using small world ( Role Play) resources to teach children new words and help them understand and use them in everyday situations.

The intervention helps children with their vocabulary such as naming objects, describing things, and talking about actions. This helps children gain confidence in speaking and listening and ultimately in making and developing social freindships.

It uses short, regular sessions with fun activities, stories, and games to help children build up their vocabulary and confidence, helping them be better prepared with their learning.

We use dual coding (visual/ symbol) in all areas of the classroom learning.

We recognise that by using a simple visual or symbol next to a word is something all chldren understand By putting a small icon next to a word—like a little ear next to the word "Listen"—this gives the children a shortcut to the meaning. This helps every child in the class, especially those who find reading tough, to keep up and know exactly what to do without feeling stuck or confused.

Ranelagh Primary School has held the Inclusion Quality Mark (IQM) Flagship Status for a number of years. The Status is a prestigious, top-tier award for UK schools acting as a beacon of, and national leader in, inclusive education.

The Flagship Status recognises that the school has deeply embedded inclusive practices in its’ culture and through continuing research has shared these practices with other schools. It shows that Ranelagh ensures all children regardless of need or background thrive and be the best that they can be.

• Timetables & Schedules: Pictures or symbols showing the day's/week's activities (e.g., "Now, Next, Then" boards) to prepare for transitions.

• Choice Boards: Offer choices for activities, snacks, or rewards using pictures or words (e.g., "I want ____").

• Core Vocabulary Boards (CVB): Use symbols or photos for basic needs (e.g., "go" "want", "more", "help," "finish").

• Emotion & Behaviour Visuals: Zones of Regulation or movement break cards. to help children identify and manage feelings.

• In task Schedules: Breaks down multi-step tasks in the lesson to support children's independence and confidence.

Assess: Teachers carefully observe your child, look at their work, and listen to their views to understand what they can already do and where they may need extra help.
Plan: Based on this, the school decides what support or teaching strategies will best help your child and sets clear, achievable goals.
Do: The plan is put into action in the classroom through lessons, activities, and any extra support needed.
Review: Teachers check how well the support is working, celebrate progress, and make changes if needed.

This approach helps your child because support is tailored to their needs, regularly checked, and adjusted so they continue to grow in confidence and learning.