Pupil Provision Statement

 Pupil Provision Statement

Emotional and behavioural support

  • A small environment to minimise anxiety and address emotional, behavioural and organisational difficulties; maximum 10 pupils in school split between 3 classes.
  • A staff team experienced and trained around issues of attachment and trauma and associated behaviours and learning needs, who receive ongoing supervision from a child psychotherapist.
  • Staff experienced and trained in working with aggression and violence effectively.
  • A high level of nurture, warmth and care where all pupils learn to feel highly valued and accepted.
  • A clear and consistent behaviour support system with rewards and sanctions.
  • A regular weekly emotional literacy support lesson.
  • An individual weekly ‘play & talk’ session.
  • Weekly social skills groups.
  • A parent/carer welcoming environment including weekly parent/pupil cookery.
  • Weekly use of community facilities to develop pro-social behaviours outside of school.
  • Healthy eating promotion including daily offer of breakfast and mid morning snack of cereal, wholemeal toast and fruit.
  • Short, supported, break and lunch times.
  • Overt teaching around appropriate social use of language and behaviours. A curriculum incorporating sensory integration strategies with an aim to support pupils readiness for learning and ability to tolerate sensations and situations they find challenging, regulate alertness and increase attention span, limit sensory seeking and sensory avoiding behaviours and handle

Learning support

  • Only small group and 1:1 provision.
  • High staff:pupil ratio.
  • An integrated speech and language supporting curriculum, supporting receptive and expressive difficulties including memory, attention and processing.
  • Weekly literacy development support sessions addressing specific literacy difficulties.
  • A curriculum enriched with frequent associated trips and visitors to increase motivation and engagement.
  • A curriculum enriched with daily activity based learning including sport and outdoor learning to enhance self esteem and provide alternative learning contexts.
  • An individually tailored ability level curriculum for each child; numeracy and literacy delivered according to ability level rather than chronological age

Special Educational Needs Support

  • A dyslexia friendly curriculum.
  • An ADHD sympathetic timetable.
  • An ASD supportive teaching approach including an individual daily consistent visual timetable.
  • A specific weekly speech and language support lesson.
  • A specific weekly fine motor support session.