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.

-Regular ongoing speech and language therapy

-Access to different transitional supports eg now/next board and concrete objects

Language Enrichment groups

Targeted interventions such social skills and attention focus groups

Some shared support if appropriate

-Language Enrichment groups

-Access to different transitional supports eg now/next board

concrete objects

-Some adult support during the day

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.

-Regular blocks of group work

-Enhanced adult support to access learning for

-Targeted interventions at points during the day

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

-Access to small group focused work

-Regular blocks of group work

-Enhanced adult support to access learning for

-Targeted interventions at points during the day

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.

-Individual work station or system if required to ensure emotional regulation

-some reasonable adjustment

-Access to low arousal environments

- Trusted Adults

-Individual work station or system if required to ensure emotional regulation

-some reasonable adjustments

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

- Some Speech and Language input from trained staff within school

-Access to small group focused groups

- Trusted Adults

-Soft Play room

-Sensory Circuit

-Movement breaks within the class

-Soft Play access

-Sensory Circuit

-Soft Play access

-Sensory Circuits

-Soft Play access

-Sensory Circuits

TACPAC (Touch and Communication Pack) is a structured, sensory-based communication method that combines tailored music with specific, textured objects to help individuals with communication difficulties, sensory impairments, or learning disabilities.

A sensory circuit is a form of sensory integration intervention. It involves a sequence of physical activities that are designed to alert, organise and calm the child. The sensory circuit 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

• Special Educational Needs (SEN) support

• Social, emotional and mental health support

• Learning interventions

• Advice and guidance for staff and parents

• Coordinating support plans and external agencies

Our team is led by the SENCO/ Inclusion Manager (Special Educational Needs Coordinator) and includes experienced staff who are committed to removing barriers to learning and promoting inclusion for all.

If you have any concerns about your child’s learning or wellbeing, please first speak to their class teacher, who knows them best in the school setting.

If concerns continue, contact the SENCO Miss Ojo on 0207 473 3344 and a member of the Inclusion Team will discuss next steps and possible support.

Soft Play Room

Moving and handling equipment

Essential medical equipment and procedures i.e- respiratory equipment

Mobility support ie- wheelchairs, learning chairs, standing frames supported by external agencies such as Occupational Therapists, Physio

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