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Available SEND Support

The Vineyard is an inclusive school that aims to meet the needs of learners with a range of special educational needs, both physical and cognitive.

Currently, the school makes provision for pupils with complex physical needs, autism, attention deficit disorder, attention hyperactivity disorder, dyslexia, dyspraxia, anxiety, cerebral palsy, sensory impairment and hemiplegia.


Class teacher support via excellent classroom teaching also known as Quality First Teaching.

This means that:

  • All teachers at The Vineyard have high expectations for all children in their care.
  • A range of methods and approaches are used by all teachers to ensure that all children are involved and included with whole class learning.
  • Specific strategies for a learner with SEND, that may be suggested by the AHT, or external specialist, are embedded in classroom practice.
  • All teachers have a clear understanding of individual children’s progress and attainment and will quickly identify gaps in understanding /learning when these occur.
  • All teachers will seek to narrow the attainment gaps through additional class-based support in the first instance.

Small group support

This means that some children, usually those with a funded Education Health and Care Plan, may access a small group or intervention that is run within or outside of the classroom.

  • Groups or interventions may be run by a teaching assistant or the class teacher.
  • Groups or interventions are likely to focus on literacy, maths, speech and language social skills and friendships or occupational therapy programmes.
  • Inclusion within an intervention may mean that your child is identified as having some special educational needs but may also simply reflect the need to provide focused support at that moment in time.
  • The aim of groups or interventions is to narrow the understanding and attainment gap for learners.

Individual support and provision

This means that a learner will be accessing 1:1 support either within or outside of the classroom for some or all of their time within school.

  • For most learners receiving individual support, this will be funded via an Education, Health and Care Plan (EHCP). The amount of support and type of professional who will be delivering the provision, is also determined by the EHCP.
    • Where parents and or the school have significant concerns regarding a child’s special educational needs, a request will be made for the Local Authority (London Borough of Richmond) to carry out a statutory assessment of their needs.
    • Depending on the severity of need and the amount of support deemed necessary to support the complexity of these, an EHCP may be issued that will allow the school to provide support in addition to that which the child is already receiving.
  • EHCPs are reviewed annually by the school and parents together, sometimes with involvement from the LA. Pupils are encouraged to attend and always contribute their views of school life and their provision. Recommendations are then sent to the SEND department for consideration.
  • Other children with high special educational needs will be supported via a SEND Support Plan which includes the pupil’s aims and aspirations for progress and achievement. This will form part of the monitoring of progress and attainment across the pupil’s needs. The SEND Support Plan is devised in conjunction with parents and reviewed termly by parents, pupil and the class teacher

Children with high needs will access some 1:1 support via the school’s SEND budget and this will be determined through careful assessment and review of their progress and needs. Such support will be offered for a fixed period of time and is likely to focus on literacy, maths or behavioural needs. This support may also be delivered by either a teacher or teaching assistant and on occasion by the AHT 1:1 support funded by the school is likely to form part of a process of assessing the learner’s level of special educational needs and their response to intervention.

  • Some children will access individual support from outside agencies such as;
    • educational psychology
    •  family support service
    • speech and language service
    • occupational therapy service
    • physiotherapy service
    • sensory impairment team
    • primary mental health service
    • child and adolescent mental health service

The type and intensity of such provision and interventions offered will vary according to need and the packages that each service offers and will also reflect whether or not such provision is included in an EHCP.