Special Educational Needs and Disability (SEND)

Inclusion, SEND and Nurturing Environments

Trevisker School is committed to meeting the needs of every pupil at the school. We have high expectations of all pupils whatever their needs and abilities and teach a creative, inclusive and enriched curriculum that helps every child reach his or her potential. Children with Special Educational Needs or Disabilities (SEND) are highly valued and respected at Trevisker and are supported by dedicated, skilled and motivated teachers and support staff. We work hard to ensure that a child’s individual challenges are addressed and monitored so that every child makes progress, both academically, socially and emotionally.


Communication and Interaction Needs  

Individual Support Speech, language and communication needs comprise the highest level of special educational need amongst primary school settings.   Pupils at Trevisker will be assessed during the Autumn Term and a subsequent intervention programme will be developed.  We work closely with external Speech and Language specialists and teachers support pupils to follow their Individual Learning Plans which are monitored and evaluated after 12 weeks.

Children with a diagnosis of autism (ASD) or displaying behaviours that are symptomatic of ASD, will receive individualised support, dependent on their presentation. This will encompass strategies such as personal visual timetables, pre warning and pre teaching of change, quieter work spaces, sensory diets as well as any speech, language and communication programmes. All teachers at Trevisker are aware of autism friendly classrooms and the highly structured routines and environment we provide, combined with close parental liaison, means that pupils with social communication challenges usually thrive at our school. There is additional provision at unstructured times of day, such as lunch times, so children who struggle in the playground always have a safe, quiet space they can access as well as access to our Autism Champion where required. We can also refer pupils to the County Autism team for additional support if our pupils with a diagnosis of ASD develop more severe challenges in managing the demands of the mainstream environment.


Some pupils may access group sessions such as Time to Talk which is a play based group intervention which we run to support children in their language development. This can also support children with social communication challenges so they receive explicit scaffolding of appropriate social interaction as well as the constant modelling they receive in the classroom and through break times. 


Through this programme, the following skills will continue to be developed and reinforced, depending on the needs of each of the children taking part in the group:  

  • listening  

  • increasing understanding and use of concepts and vocabulary  

  • conversational skills – eye contact, turn-taking, sharing, asking/answering questions  attention and memory  

  • making and keeping friends  

  • awareness of the needs and feelings of others



Social, Emotional and Mental Health

Nurturing our pupils’ social, emotional and mental health (SEMH) is integral to Trevisker’s culture and ethos. The whole school has received Trauma Informed Schools’ (TIS) training and we have a trained practitioner who is able to support teachers to deliver a range of individualised interventions to support pupils’ emotional literacy and resilience as well as children who have experienced trauma in their lives. Children are referred for this provision through the discussion with the parents, class teacher and SENCO. 


We aim provide support for a wide range of emotional needs: recognising emotions; self-esteem; developing social and friendship skills; recognising and managing trauma; anger management; loss and bereavement.


Cognition and Learning     

Trevisker’s focus is always upon inclusion and quality first teaching so our pupils are taught at their appropriate stage of development in literacy and numeracy through differentiated groupings so all are able to access the learning.


Our teachers have the highest possible expectations for all pupils in their class, building on what children already know, can do and understand. There will be different ways of delivering the learning in all areas of the curriculum so all are fully involved, including pupils with complex needs who will access learning which is appropriate and meaningful to their stage of development. We are also able to access additional advice from the Cognition and Learning Service on appropriate differentiation, according to need. 

More than 10% of children have working memory difficulties, which will inhibit their progress in all areas of the curriculum. Psychologists use the term ‘working memory’ to describe the ability we have to hold in mind and mentally manipulate information over short periods of time. Working memory is often thought of as a mental workspace that we can use to store important information in the course of our mental activities. Common strategies to support working memory challenges will be employed by our teachers, reducing the memory load for children where required through a range of strategies such as visual aids, task boards and word banks.


Sensory and/or Physical Needs    

The County Visual and Hearing Impairment Services provide visits to assess and advise on appropriate provision including differentiated resources and specialist equipment where required. 


Pupils with physical and severe sensory needs can be referred to the Occupational and Physiotherapy Services who may provide assessment and support, including training for our staff to deliver individualised programmes as well as specialist equipment. 


Our whole class provision, which incorporates movement into the school day with activities such as the ‘Daily Dash’ on our new bike track and class yoga sessions, supports children with sensory integration needs and some pupils will also follow individualised sensory diets (incorporating heavy muscle, movement and calming exercises).