Maple Grove

Primary School

"Learning and Growing Together"

SEN Local Offer

Maple Grove Primary School Local Offer

Special Educational Needs and Disability (SEND)


Maple Grove Primary School is an inclusive school and may offer the following range of provision to support children with SEND




Social Skills programmes/support including strategies to enhance self-esteem

  • Anger management  programme for individual children
  • Social skills programme for small groups of 4/6 children
  • Outdoor learning opportunities
  • Mile a day track
  • Sport’s TA time
  • Named adult for additional support


Access to a supportive environment – facilities /equipment/ resources

  • Visual timetables
  • Prompt cards
  • Pre teaching of strategies and vocabulary
  • Access to netbooks/computers
  • Text enlarged
  • Individualised learning strategies – e.g. busy boxes
  • Access to specialised computer programmes
  • Specialist equipment to access the curriculum – e.g. visualisers


Strategies/programmes to support speech and language

  • Interventions from a Speech and Language Therapist
  • Delivery of a planned Speech and Language programme from a specialist teaching assistant
  • Opportunities to link Speech and Language programmes to practical classroom activities
  • Elkan trained staff


Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

  • Interventions from an Occupational Therapist/ Physiotherapist
  • Delivery of a planned Occupational Therapy/Physiotherapy programme from a class/Sport teaching assistant


Access to strategies/programmes to support Visual Impairment 


  • Interventions from an VI specialist teacher
  • Interventions from VI habilitation specialist
  • Delivery of a planned VI programme from a class teaching assistant


Access to strategies/programmes to support Hearing Impairment 


  • Interventions from a specialist teacher
  • Delivery of a planned programme from a class teaching assistant
  • Surround sound in class to facilitate access.


Mentoring activities

  • Use of paired talking
  • Collaborative learning opportunities
  • Support from a named adult
  • Support from Sport’s TA
  • Planned programme from class teacher
  • Planned intervention programme from DESC 1:1/group


Strategies to reduce anxiety/promote emotional wellbeing

  • Planned programme of support from the classroom teaching assistant
  • Meet and greet session at the start of each day
  • Informal daily parental contact
  • Formal parental contact by appointment
  • Support with referrals to outside agencies
  • Parent listening
  • Referral to CAMHS/STEP2/DESC/School Nurse
  • PSHE programme


Strategies to support behaviour

  • Use of the school’s behaviour policy
  • Additional time with Sport‘s TA
  • Social skills/behaviour groups
  • Support from DESC




Provision to facilitate/support access to the curriculum

  • Quality first teaching
  • Small group support from the classroom teaching assistant
  • 1:1 support in the classroom from a teaching assistant to facilitate access through support or modified resources
  • Strategic seating/classroom environment
  • Specialist equipment such as seating, soundfield systems, personal screen for visually impaired
  • Use of a personalised curriculum
  • Support from SpLD outreach
  • Outreach support from Woodfield Outreach Services
  • Support from the Communication and Autism Team
  • Guidance obtained from AET standards


Strategies to support/develop literacy

  • Quality first teaching
  • Small group support in class through Guided Teaching
  • Intervention in a small group for ‘Fluency’ activities
  • Intervention by a teaching assistant for 1:1 support
  • 1:1 reading support through Better Reading Partnership
  • Access to school library


Strategies to support/develop numeracy

  • Quality first teaching
  • Maths Mastery approach
  • Small group support in class through Guided Teaching
  • Intervention by a teaching assistant for 1:1 support
  • Access to Numicom


Strategies/support to develop independent learning

  • Consistency of approach throughout the school
  • Use of visual timetables and checklists
  • Pre teaching of vocabulary and content
  • Access to IT
  • Clear progression
  • Verbal feedback
  • The power of Yet
  • Busy Boxes
  • Advice from Woodfield School


Support/supervision at unstructured times of the day including personal care

  • Named teaching assistant at playtime
  • Named Midday Supervisor at lunchtime
  • Planning and assessment
  • Individual Education Plan
  • Individual target setting booklets
  • Regular review of targets with child and parents


Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Liaison with a wide range of professionals
  • Regular progress meetings with parents
  • Explanation of professional reports to parents


Access to Medical Interventions

  • Strategies for the use of personal medication
  • Individual support plans for children with medical needs and allergies
  • Provision of aids and resources to support learning
  • Access to the school nurse
  • Liaison with diabetic nurse
  • Liaison with Marlowes Health and Well-being Centre




For children with complex SEND, the frequency of such provision may result in the school applying for an Education and Health Care Plan which sometimes carries additional funding to support a child.