Approaches to Teaching Children with SEND

How do we teach pupils with SEND?
At Babraham, we believe that every child is an individual and should be valued.  We believe that all children should have their needs met and should be given an equal access to the curriculum.  Our aim is to provide individual and small group provision for those children with a special educational need or disability, whatever those needs may be, so that they can reach their full potential.

Provision for SEND should follow a cyclical approach, as set out in the Special Educational Needs Code of Practice.  This is known as the graduated approach.

Adapting the curriculum and learning environment for pupils with SEND
All staff have the highest possible expectations of your child, and all pupils at Babraham.  All children at Babraham receive universal support; high quality teaching within an inclusive classroom environment.  Teaching is based on building on what your child already knows, can do and can understand.  All teachers at Babraham differentiate their lessons to ensure the needs of all pupils are met. Reasonable adjustments will be made for individual needs, which may include the use of different teaching strategies, practical learning resources or resources adapted for the needs of the child as well as grouping strategies (including ability, mixed and independent).  A class teaching assistant may also be available to support individuals or groups of children, as directed by the teacher. Teachers may also implement specific strategies (such as those suggested by the SENDCo or outside agencies) to enable your child to access the learning task.
Additional support for pupils with SEND
Additional support may also be available for your child, depending on their need.  Including:
  • Targeted one-to-one or small group intervention, led by a teacher or teaching assistant
  • ERT (Extended Rehearsal Technique) – a specialist programme to continue the learning of phonics.
  • AcceleRead, AcceleWrite – a computer-based intervention for word reading and spelling. 
What expertise and training do our staff have to support pupils with SEND?
The SENDCo’s job is to support the class teacher in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD) and dyslexia. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Specialist Teaching team.
How do we secure specialist services?

If your child does not make expected progress, despite good quality universal and targeted support, the teacher or SENDCo will then talk to you about asking for advice from other people outside the school. We may want to ask for help from, for example, a specialist teacher, an educational psychologist, a speech and language therapist, parent support advisors, mental health or other health professionals.  This is usually done by filling out an Early Help Assessment (EHA) in order to make a referral to Cambridgeshire’s Early Help Hub.  This will be done in consultation with the SENDCo, class teacher, parents, and pupil (if able to contribute).

Specialist professionals will work with your child to understand their needs and make recommendations, which may include:


  • Changes to the way your child is supported in class
  • Support to set targets which will include their specific area of professional expertise
  • Involving your child in a group run by school staff under the guidance of an outside professional
  • Group or individual work with an outside professional
  • Further assessment with other professionals, if appropriate
  • Support for family at home, if appropriate