- Focus on attention and listening activities
- Simplified language supported with visual prompts, for example photographs, pictures, objects of reference, Makaton
- Adapting group sizes or opportunities to work directly with an adult
- Activities adapted to match developmental levels
- Adapting the environment to meet needs
- Any other reasonable adjustments
Most children with Special Educational Needs and Disabilities (SEND) attend a mainstream school or Early Years Settings. With the right support in place, all children can make good progress in our inclusive settings.
Each school or setting has:
- a member of staff called a Special Educational Needs Coordinator (SENCO) who oversees SEND support
- SEN support plans
- an accessibility plan setting out how children and young people with disabilities can be supported
- teachers or practitioners trained to support a wide range of students
- the option to ask for more support from our Newcastle City Council SEND service teams
You'll find SEND policies and information about SEN support on your school's website or in your setting.
Quality first teaching
All support for children with Special Educational Needs (SEN) starts with good teaching. Good teaching means:
- Getting to know what each child needs
- Planning activities and lessons carefully
- Believing that every child can learn and do well
- Showing and explaining tasks in a clear way
- Changing how we teach so everyone can join in
- Making activities and lessons interesting and easy to understand
We call this Quality First Teaching. School and and early years settings can access local guidance on supporting children and young people with Special Educational Needs and Disabilities (SEND). This is called Universally Available Provision.
You can talk to your school or setting about support for a child or young person at any time.
SEN support plans
Quality First Teaching supports most children to make good progress. In some cases, children and young people with SEND will need support that is specially designed for them.
This type of support is written down in a SEN Support Plan which include strengths and what support is needed to make good progress. A SEN support plan will include clear targets that are reviewed at least termly.
Schools and settings in Newcastle should use the Descriptors of Need guidance to help identify what the needs are and how best to meet them. This guidance should help with the 'Assess' and 'Plan' steps in SEN support review cycle.
Reviewing SEN support
It is important that SEN support is regularly reviewed. In a school or setting this should happen at least three times a year, usually termly. This is to check:
- whether the needs of the child or young person have changed
- that the support is helping
To do this, we use a 4-step cycle called the graduated response:
- Assess - Gather information on what the needs are. What is working well and what is not.
- Plan - Planning the support what will happen in school and which other professionals might be involved.
- Do - putting the support in place with enough time to adapt and see if it works.
- Review - a chance to celebrate progress, share what’s working, and agree any changes together.
Parents, carers and young people should be involved in termly reviews.
Examples of SEN support
These examples are just some of the things suggested in the Descriptors of Need and other local guidance.
Examples in early years
Communication and interaction
Speech and language
- Attention and listening activities
- Communication boards
- Use of Makaton signing by staff
- Any other reasonable adjustments
- Phonological awareness activities linked to speech production (such as rhymes and alliteration)
Cognition and learning
- Repetition and reinforcement of skills
- Reduce the challenge of tasks so they can access learning
- Provide opportunities to develop memory skills
- Very small group time in a quiet environment focused on stage appropriate play
- Additional adult support
- Any other reasonable adjustments
Social Emotional and Mental Health (SEMH)
- Actively and empathetically listen to child
- Help to build a relationships with a trusted adults
- Very small group time focused on personal, social and emotional development
- Involvement with parents to make sure strategies are used at home as well as in school
- Mindfulness and/or yoga
- Support from an educational psychologist, early years specialist or mental health lead
- Any other reasonable adjustments
Sensory
- Changes to the environment for accessibility
- Sensory spaces for rest periods and sensory regulation
- Access to ICT to support independent learning, recording skills and communication
- Any other reasonable adjustments
Examples in schools
Teaching strategies
- Scaffolding: Breaking tasks into smaller steps with support at each stage.
- Use of visual aids: Diagrams, mind maps, and visual schedules.
- Chunking information: Presenting content in manageable parts.
- Use of multi-sensory approaches: Combining visual, auditory, and kinesthetic methods.
- Explicit instruction: Clear, direct teaching of concepts and skills.
Classroom environment
- Low-arousal spaces: Calm, clutter-free areas to reduce sensory overload.
- Quiet zones or breakout areas: For emotional regulation or focused work.
- Visual timetables and prompts: To support understanding and routine.
- Flexible seating arrangements: To suit sensory or physical needs.
- Minimised distractions: Strategic placement of pupils and use of screens or headphones.
- Accessible displays: Clear, uncluttered, and relevant to current learning.
Equipment and resources
- Writing supports: Pencil grips, sloped desks, or alternative writing tools.
- Assistive technology: Speech-to-text software, tablets, or reading pens.
- Modified texts: Simplified language or large print versions.
- Sensory tools: Fidget toys, weighted cushions, or ear defenders.
- Reading overlays: To support visual processing difficulties.
- Task management tools: Timers, checklists, or planners.
Interventions
- Literacy/numeracy catch-up programmes: Targeted support for gaps in learning.
- Emotional literacy support: ELSA (Emotional Literacy Support Assistant) sessions.
- Occupational therapy input: For fine/gross motor skills or sensory needs.
- 1:1 or small group tutoring: Focused academic or behavioural support.
Timetables
- Flexible timetabling: Adjusted start/end times or lesson durations.
- Reduced or adapted curriculum: Prioritising core subjects or life skills.
- Movement breaks: Scheduled sensory or physical activity.
- Alternative provision slots: Time spent in nurture groups or resource bases.
- Transition support: Extra time or support between lessons or settings.
What if you need more support?
Schools and settings can contact Newcastle SEND Outreach Service to request further specialist support. They can ask for things like:
- advice and training from specialist staff
- funding to support individual children and young people
You can talk to your Special Educational Needs Coordinator (SENCO) if you think more support is needed.
For students whose needs cannot be met with the staff and resources normally available in schools, an Education Health and Care Plan (EHCP) may be needed in addition to SEN support.