Our Provision

At Windy Arbor, we treat every child as an individual; offering the level of support appropriate to the child.

Universal provision:

This includes strategies that help all children access really good quality learning in the classroom, including high-quality teaching planned and differentiated to meet the needs of all abilities of children and provision of resources such as word cards, number lines, alphabet strips, pencil grips, etc.

Targeted provision:

This will include the withdrawal of children individually or in small groups to help them catch up on learning they have missed or overteach learning they find difficult to grasp. This will be done by the class teacher or teaching assistant for that year group.

Specialist provision:

When children fail to make adequate progress despite some targeted support, we work with specialists in various fields who help us assess pupils and recommend specific interventions to meet their needs. This includes, for example, 1:1 or small group speech therapy, extra literacy support, BEAM exercises, etc. A member of the SEND Team will deliver these interventions.

Through these three approaches, we can support children with a wide range of difficulties, including:

•Speech and language difficulties

•General or specific learning difficulties, including global development delay, Dyslexia, ADHD

•Autism

•Physical difficulties, including Dyspraxia or Cerebral Palsy

•Social, emotional and mental health problems, including anxiety

•Visual or hearing impairment

•A range of medical conditions where children need additional support

At Windy Arbor, we are fortunate to have a specialist provision for autism, The ARC (see separate heading).  ARC pupils attend lessons in their mainstream class, and we can call on the specialisms of the ARC staff to support some of our mainstream pupils with autism.

We currently employ a specialist Speech and Language Therapist, Nicola Cole and a teaching assistant, Mrs. Taylor, who support pupils with speech and language difficulties. They liaise with the speech therapists and SLCD teams and deliver 1:1 and small group sessions to support children with their speech or language targets. In addition, they take the lead on the delivery of Language Link – an assessment and teaching tool that supports children with receptive language difficulties across the school.