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Wat's Dyke

C.P. School

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Additional Learning Needs

At Wat’s Dyke C P school, we are committed to working together to support all pupils to help meet their needs and reach their full potential. As part of a graduated response, we implement support at a universal and targeted universal level and through additional learning needs provision. 


As a school we ensure the needs of all pupils are met through high quality teaching and learning provision. Our Universal Provision includes:


  • Whole class quality first teaching
  • Effective differentiation
  • Collaborative group and partner work
  • Individual and small group interventions (within the class or in the shared area with an adult)
  • Access to visual aids and support e.g. working walls, maths resources, writing frames
  • Appropriate and reasonable adjustments to enable access to the school environment, curriculum and facilities


During their time at Wat’s Dyke, most pupils will make expected progress in their learning from their starting points.  If a pupil is not progressing, we will gather observations, use assessment data and seek to work in collaboration with outside agencies to identify any additional learning needs. A wide range of evidence will be gathered over time, including:


  • Assessment tools, frameworks and questionnaires
  • Standardised assessments
  • Observational data
  • Formative assessments of day to day learning
  • Monitoring progress over time


At this point, a pupil would have Small Step Target Plan which would indicate their individual targets. Progress would be reviewed termly. Additional action may be taken, and advice and support are sought from outside agencies such as the Educational Psychology Service, Speech and Language Therapy Service, Literacy Service, who might suggest specific strategies to support a pupil.


Where a pupil has not progressed as well as expected with the additional support provided as outlined above, the next stage of the graduated response would be that the school considers whether the pupil has Additional Learning Needs (ALN) and in turn requires Additional Learning Provision (ALP). Should it be determined that a pupil has Additional Learning Needs, an Individual Development Plan (IDP) would be developed in a person-centred manner through a Person Centred Review meeting. The IDP would then be reviewed at least annually to ensure they remain relevant and are used as working documents. 


Construction therapy

An engaging and fun social development programme to support those with social and communication difficulties through teamwork.


What are the benefits of construction therapy intervention?

*Communicate with others effectively

*Use improved social skills

*Solve problems using different strategies

*Identify and discuss their feelings

*Persevere and be resilient when something isn’t achieved first time

*Use improved fine motor skills

*Understand and follow instructions

*Work as part of a team

*Effectively use spatial, visual and analytical skills


Fun FRIENDS Resilience Programme

The Fun FRIENDS program helps build the social and emotional skills of young children by using fun, play-based group activities. This supports children to learn fundamental resilience skills such as:

  • Helping other people
  • Self-awareness of body clues (e.g. tense means stressed, butterflies means nervous)
  • Relaxation techniques for the body and mind during stressful situations
  • Engaging and relating to peers, as well as making friend


What are the benefits of Fun FRIENDS intervention?

  • Improved confidence
  • Increased ability to cope with stress
  • Increased ability to cope with fear
  • Enhanced social skills
  • Improved ability to communicate better with adults
  • Boosted self esteem
  • Increased happiness and enthusiasm


Social Communication Group

Social communication group helps children who struggle to interact with others in an appropriate manner to develop the skills needed tobehave appropriately in social situations. The group focuses on developing self-esteem and an awareness of others; body language and conversational skills, developing friendship groups, confidence when communicating and assertiveness and aims to increase and improve children’s social skills.


What are the benefits of Social Communication intervention?

*Improved awareness of self and others

*Improved awareness of body language

*Improved self-esteem

*Enhanced social skills

*Improved conversational skills

*Improved confidence when communicating



An ELSA in a school is an Emotional Literacy Support Assistant. ELSA is an initiative developed and supported by educational psychologists, who apply their professional knowledge of children’s social and emotional development to areas of need experienced by pupils. ELSA is designed to increase the emotional intelligence, emotional literacy skills and enhancing emotional well-being in children and young people on a one-to-one basis. There are two trained ELSAs in Wat’s Dyke and they work closely with class teachers and teaching assistants to develop a tailored programme to meet the needs of individual pupils. 


In ELSA pupils are supported for a wide range of emotional needs: 


*Recognising and identifying emotions
*Social skills
*Friendship skills

*Active Listening


*Anger management
*Loss and bereavement


Nurture Group

Nurture group at Wat’s Dyke aims to develop self-esteem by providing a safe, predictable structured environment; giving children the opportunities to express their thoughts, feelings and emotions through conversation.  Using person centred practice is vital to ensuring the children feel valued and listened to. Supporting children’s emotional well-being is a fundamental layer to enable them to reach their full potential.

In Nurture pupils are supported to develop:


*Understanding emotions

*Active Listening


*Anger management

*Social skills

*Friendship skills

*Growth mind set


Rapid Readers

The Rapid Readers scheme improves reading comprehension and decoding. It encourages children to work independently, facilitates better communication of progress and targets between staff and provides the appropriate interest level for all readers. The Rapid platform includes a mix of child-focused activities, home access and teacher reporting tools.  

The Rapid Readers programme helps to develop:

*Reading fluency

*Reading strategies

*Comprehension skills 


SNIP Spelling Programme

The programme is aimed at increasing reading and spelling and uses the primary high frequency words (HFW). These words are grouped by selecting those that visually look different to each other. It is felt that this programme is appropriate for pupils who have already been exposed to effective phonic/literacy teaching but are still struggling when applying their spellings to longer, independent periods of writing.


The children will have 3 stages to progress through. This takes the form of daily sessions 10 to 15 minutes each. The SNIP spelling programme provides a high level over over-teaching – absolutely key to ensuring recognition and fluency • Look, say,  cover, write, check •Tracking • Anagrams • Fill in the missing letter/words • crossword and wordsearch.