Additional Support for Learning Available to Pupils

What additional support for learning is available to pupils with special educational needs?

How is the decision made about the type and how much support my child will receive?

Landscove C of E Primary School is required to meet the SEND of the children that we support. We do this by:

  • Ensuring all pupils access high quality teaching which takes account of pupil’s differing needs
  • Ensuring a bespoke, tailored and personalised approach for individuals with complex needs
  • Using our best endeavours to secure the special educational provision called for by the child’s or young person’s needs
  • Making appropriate use of the resources in our delegated budgets to support children and young people with additional needs
  • Identifying early a child or young person’s lack of adequate progress and review their needs. We recognise that some children may only need modifications to the teaching approaches, classroom organisation or provision of ancillary equipment or resources as part of the differentiated curriculum.
  • Differentiating lessons to match the pupil’s level of learning
  • Having a consistent graduated approach to meeting pupil need by reviewing class teaching, access strategies and removing barriers to learning before developing a more personalised approach
  • Using our knowledge and understanding of the four primary areas of need to plan provision and to focus on interventions that are relevant and evidence-based
  • Referring to the Devon SEND Provision Matrices document for support to tailor provision to provide an individualised support programme for more complex pupils.
  • Where and when needed, seeking further advice from advisory services and outside agencies about removing barriers to learning linked to different areas of need.

Intervention programmes
Our school has received dyslexia training to ensure that it does everything possible to meet the needs of learners with dyslexic type difficulties. All staff run dyslexia friendly classrooms and have access to a wide range of dyslexia resources. Two members of staff have completed the Enhanced Devon training for dyslexia.


A speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then our TAs (under the guidance of a class teacher) delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.

Speech and Language
Individualised programmes submitted by a Speech Therapist assigned to this school which is delivered by a TA. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.

ALS – Additional Literacy Support
ALS is an intervention programme targeted at children in Year 3 (and if necessary Year 4) who achieved Level 2C or Level 1 at the end of KS1 and who need to consolidate key literacy skills and understanding in early KS2. It consists of 4, 8-week modules, which focus on key objectives for reading, writing and phonics.

Wordshark & Nessy
These are computer based program which helps reinforce spelling skills

Toe by Toe
This is a highly structured multi-sensory individual reading programme which is specially designed for children diagnosed as having specific learning difficulty or who are a little stuck at the beginning of learning to read and apply their phonic decoding skills.

Precision Teaching 

This is a simple but intense teaching method aimed at helping a child to embed facts such as letter sounds, single word reading, times tables etc. The method aims to enable a child to recall the targeted facts in order to be able to apply it independently in class. Because it allows high repetition of the facts to be learnt, it is effective at accelerating progress in word reading. For example, if the following basic principles are followed:

  • specifically targeted facts to learn e.g. secure recognition of 10 high frequency words or spell 5 topic words;
  • daily 1-1 teaching session for no more than 15 minutes per session;
  • deliver the teaching in the ‘flash card’ method;
  • daily assessment recorded in scores for the child to compete against;
  • programme delivered over fixed period of time, eg 8 weeks and repeated/extended as necessary. 

Plus 1 and the Power of 2: Maths Coaching
Plus 1 covers basic number work, such as counting forwards and backwards with numbers up to 10, adding and subtracting numbers up to 10, and introducing doubling and halving. It is for anyone who benefits from repeated practice and explanation as the book, Plus 1, stems from the need of some people to have more reinforcement and practice in order to consolidate early skills.

Power of 2 teaches mental maths and through its use enables pupils to access the full maths curriculum. Power of 2 is essentially about putting in place the building blocks of number and developing skills with mental calculations.

Thrive/Enable approach & Attachment based mentoring
Having identified a child’s emotional developmental needs staff are able to use their training to ensure we use a relational approach to supporting children with their social and emotional development. This includes both universal and targeted support, particularly for children whom may have had adverse childhood experiences, those who are struggling with their emotional health and well-being and those who are finding it difficult to engage with learning and the social aspects of school.

Fine Motor Skills: Teodorescu
The ability to produce fluent, legible handwriting with ease is something that affects attainment in most areas of the curriculum, yet many children continue to struggle with this vital skill. Based on holistic principles, this programme offers a different approach, developing the muscles of the hand – so that children gain the necessary control to produce letter forms – alongside the perceptual skills required to orientate and organize letter and words.

EAL – English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development. When necessary. our SENDCo and class teachers use guidelines given by Specialist Teachers for EAL.

Should you require any further information about SEND at Landscove please contact our school SENDCo; Jill Ryder.