At Waterside we strive to ensure that all children have access to a well-balanced and purpose curriculum.  For most children slight adjustments to teaching or providing additional prompts will enable to access the curriculum. However some children may need additional support and where needed interventions will be put into place. 

• Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
• If a pupil has needs related to more specific areas of their education, such as spellings, handwriting, memory, reading skills etc. then the pupil will be placed in small focused groups. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need, but it will generally be for a half term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a provision map (this is the recording of the intervention, timings and impact of the intervention) If you have any queries related to the interventions please do not hesitate to contact the class teacher or the SENCDo.
• Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. If a pupil is showing that they have made progress, they will then be monitored to ensure that they do not need any further intervention. However, sometimes children may require further support through 1:1 with a teaching assistant.
• Occasionally a pupil may need extra expert support from an outside agency. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
• In a support and challenge role, the governors ensure that the school is inclusive and treats all children and staff in an equitable way.