How is teaching adapted for children at The Arches?

At The Arches, we are able to support each child with SEND by:

Quality First Teaching

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning, or adapting the learning environment to meet individual needs.
  • That Pupil Progress is regularly and carefully monitored, resulting in individual pupil progress targets being devised which prioritise and focus on the next steps to enable your child to make progress
  • Your child will have support from the class teacher
  • That specific advice suggested by outside experts, is in place to support your child to learn.
  • Your child’s teacher/the assessment manager/ SENCo and or HoEP, will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

 Additional Specific Interventions


Examples of when pupils may have access to additional support:

  • Pre teaching opportunities before the lesson has been taught so your child already has a head start!
  • Small group sessions in and/or out of class
  • One to one sessions
  • Scripting/modelling behaviours
  • Support with tasks when differentiation is not appropriate
  • Preparation for change of lesson or activity
  • Chunking instructions
  • Support during unstructured times
  • Revisit concepts already taught

Additional strategies or programmes to support Communication & Interaction including:

  • Recommendations and programmes provided by Speech and Language
  • A specific speech and language programme based on the results of the Derbyshire Language Scheme screener
  • Speaking & Listening groups such as LOLA
  • In class co-operative learning groups
  • Talk Partners
  • Support from a number of specialized ELKLAN trained teaching assistants.


Additional strategies/programmes to support Cognition & Learning including:

  • Reading Buddies
  • Precision teaching
  • Lexia
  • Memory fix; working memory
  • Phonics Counts
  • Better Reading Partners
  • Rapid Reading
  • Rapid Maths
  • Rapid Writing
  • Additional guided group sessions


Additional strategies/programmes to support Social, Mental & Emotional Health including:

  • Time to Talk
  • ELSA (Emotional Literacy Support)
  • Socially Speaking
  • Yoga/ mindfulness
  • Additional transition support
  • Social & emotional needs through circle of friends, art therapy, nurture work plus individualised care plans.
  • Play therapy in some circumstances


Additional strategies/programmes to support Sensory or Physical Needs including:

  • Specific programmes designed by physiotherapists
  • Specific programmes designed by occupational therapists
  • Fine/Gross motor skill programmes including Tiger Team
  • Intervention through handwriting scheme Penpals
  • Specific equipment recommended by occupational therapists purchased through school budget
  • Touch typing interventions to support children with fine motor difficulties
  • Access to quiet place

Additional provision to facilitate and support access to the curriculum:

  • Additional support from a Teaching Assistant
  • Differentiation or modification of resources including:-
  • Scaffolding frames
  • Coloured paper
  • Overlays
  • Writing Slope
  • Chair cushion
  • Pencil grips
  • Easy use scissors
  • Autistic friendly visual timetables
  • Word banks
  • Multi-sensory approaches to learning
  • Alternative methods of recording
  • Thinking time given
  • Time provided to process information
  • Co-operative learning strategies