Communication and Interaction

Students who are categorised as having a special education need category of ‘communication and interaction’ may:

  • have difficulty understanding other people or mis-interpret what is said
  • struggle to use language to express themselves
  • have difficulty recognising words or with fine motor skills and co-ordination
  • be easily distracted and struggle to cope with change in routines
  • be upset by specific or unexpected stimuli e.g loud noise, alarms

Students may also have previously been identified as having speech, language and communication needs (SLCN),specific learning difficulties (SpLD), autistic spectrum disorders (ASD) or be hearing impaired (HI)

These may be as a result of conditions such as Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay such as stammering or students may also present with difficulties that do not have a specific title.

Students are not automatically categorised with this need as a result of having English as an Additional Language although additional intervention may be offered from the hub to support accelerated understanding of English to allow students to access the school curriculum.

 

 What does High Tunstall Offer?

 All students can access:

  • High quality first teaching with appropriate differentiation.
  • Visual aids to support key vocabulary, concepts and themes.
  • A whole school focus on supporting meta-cognitive learning and growth mindset.
  • Access to homework support clubs.
  • Tutor time reading programmes.
  • Learning coach meetings
  • Access to assessment for identification of significant needs.
  • Dedicated and caring staff who value all students regardless of ability.
  • Tailored transition packages in Y6 and Y11
Support for targeted groups of students may involve:

  • Assessment and identification of barriers to learning and development needs
  • Small group focused learning.
  • Teaching assistant support
  • HUB intervention through higher level teaching assistant support.
  • Targeted lunch time and after school activity programmes
  • Access to external agency support and review (e.g. Speech and language team)
  • Access arrangements for examinations
 Targeted individual support may involve:

  • Support from speech and language specialists
  • One to one support
  • Termly review of our graduated response
  • Specialist teaching assistants in faculties support
  • External agency advice
  • Access arrangements for examinations
  • Additional transition strategies from KS2 to KS3 including
  • Post 16 transition support