• The school day structure
• The classroom learning environment
• The teaching and learning techniques and strategies used
• The scaffolding of learning so all children can reach a similar outcome
• The use and planning of resources to maximise access to school and learning

As an inclusive school, we do all that we can to ensure that children with special education needs and disabilities can access the curriculum fully.

In order to achieve this, any of the following strategies may be used:

Visuals – we use visuals where appropriate to ensure that children can access the learning, particularly if vocabulary is a barrier. Visuals are also used to provide structure to the day through visual timetables. 

Flexible Groupings – children will often learn in mixed-ability pairs or groups, allowing children to support each other. Research identifies that children can deepen their own understanding by explaining to someone else.

Recording of learning – this can often be a barrier to SEND children’s learning – we therefore adapt the recording methods to mitigate this barrier. This may include using more pictorial representations when recording, using cloze procedures or using technology, such as ‘Clicker’ or Word for those with significant writing barriers.

Paired and group discussion – this is used to allow children to learn from each other and to share understanding in a less challenging way whilst encouraging confidence to share to a whole-class.

A multi-media approach – videos and images are used as stimulus in lessons so that children can access the learning, regardless of reading ability. If a child has EAL, translations are used where possible.

Differentiating texts – when texts are used, children with SEND sometimes find it challenging to access age-appropriate texts. Staff therefore may produce simplified texts for SEND children to read or children may have 'early access' to texts or key vocabulary. 

SEMH support  - children with SEMH may find it challenging to access learning content in some subjects, due to personal difficulties they may be having that relate to the lesson being taught. In these circumstances the teacher can liaise with the child's family and SENCO to explore how children can be prepared and supported. 

Many of these strategies will be used at whole-class level and some may be used on a more targeted basis to further support and increase access to the curriculum.