Curriculum Accessibility for SEND
At Horizon Primary Academy, we strive to be as inclusive as a mainstream school can be.
Our whole-school inclusive ethos means that we put SEND at the centre of our overall approach to school. This includes:
- The school day structure
- The learning environment
- The teaching and learning techniques and strategies used
- The scaffolding of learning so all children can reach a similar outcome
- Use and planning of resources to maximise access to school and learning
- The whole-school approach to managing behaviour
This is all underpinned by the mindset of leaders and teachers that high-quality provision for SEND is high-quality provision for all.
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:
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.
Visuals – we use visuals, where appropriate to ensure that children can access, particularly if vocabulary is a barrier to the learning
Pre-teaching of vocabulary – where new vocabulary is introduced, children with SEND may be introduced to this prior to the lesson to increase their opportunity of understanding at the point of the main teaching.
Flexible Groupings – children will learning 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 pictoral representations when recording, using cloze procedures or using technology, such as ‘Clicker’ 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 – often children with SEND, lack confidence to share to a whole-class.
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.
Additional use of technology – other technology, such as iPads or sound buttons may be used to hold questions and ideas for the children before recording.
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 school’s pastoral lead to run sessions with these children to emotionally prepare them before the lesson takes place.
Many of these strategies will be used a whole-class level and some may be used on a more targeted basis to further support and increase access to the curriculum.