ST GILDAS CATHOLIC PRIMARY SCHOOL
MARY STREET
YEOVIL, SOMERSET. BA21 4BJ
Telephone: 01935 423630
Headteacher: Mrs D M Evans
Provision available for your child during their time at our school
Year
(and
name of
CT)
Reception
Year 1
SEN
Stage
Provision For All/ Wave 1
Wave 2
Wave 3/ EHC Plans
(i.e., Broad and balanced curriculum with
differentiated strategies and delivery methods
recognising that all teachers are teachers of SEN)

SEAL
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Class rules, rewards and sanctions

Circle Time
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Movers and Blockers

1-1 with TA as and when needed

Traffic Light system to warn about behaviour

STC

Visual Aids

Opportunities for speaking and listening

Differentiated methods of communication

Talking partners

Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS

Structured phonics and spelling programmes

Dual Language or adapted reading books

1-1 reading with the TA

Small adult-led groups for classwork

Handwriting lessons and aids

Brain Gym and Fine Motor Skill exercises

Visual timetables and checklists for organisation
(i.e., provision that is ‘additional to and different
from’, and often delivered in groups)
(support specifically linked to an
individual’s targets)
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SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
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Additional phonics support through Jolly Phonics
Alphabet Books
Early Writing and Drawing Skills
Baseline Communications.
Specific Targeted Homework
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
Increased 1-1 reading
Learn to Move
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
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Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)
Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
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Year 2
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Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation
SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation
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1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
Increased 1-1 reading
Learn to Move
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
SAIL
Increased 1-1 reading
Learn to Move

Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)
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


Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)
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Year 3
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Year 4
Year 5
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SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation







SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation








SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
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Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
SAIL
Increased 1-1 reading
Learn to Move
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
SAIL
Increased 1-1 reading
Learn to Move
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group or
Individual targets e.g., TAP
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
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


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





Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)
Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)
Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
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Year 6
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





Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation
SEAL
Class rules, rewards and sanctions
Circle Time
Movers and Blockers
1-1 with TA as and when needed
Traffic Light system to warn about behaviour
STC
Visual Aids
Opportunities for speaking and listening
Differentiated methods of communication
Talking partners
Small group numeracy and literacy interventions
e.g., Springboard, Booster, ELS
Structured phonics and spelling programmes
Dual Language or adapted reading books
1-1 reading with the TA
Small adult-led groups for classwork
Handwriting lessons and aids
Brain Gym and Fine Motor Skill exercises
Visual timetables and checklists for organisation

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







1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
SAIL
Increased 1-1 reading
Learn to Move
Social Skills Groups e.g., All Stars
1-1 Emotional Literacy Sessions
Small Group Interventions based on Group/Individual
targets
Individual Behaviour Plan (IBP)
Individual rewards, sanctions, resources e.g., feelings
cards, home/school link book
1-1 Time timetabled with the Class Teacher
1-1 support for difficult times
Speech Therapy (SLT) Assessment and Programmes
IEP targets informed by SLT and SLCN Pupil Profile
Small Group Work in conducive environment
Individual resources e.g., language cards
Use of appropriate ICT
1-1 NUmeracy Intervention
Part of a Group Education Plan (GEP)
1-1 reading on a specialised programme e.g., toe-bytoe, Rapid Readers, Wellington Square
SAIL
Increased 1-1 reading
Learn to Move

Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)





Ongoing support from outside agencies
1-1 programmes from outside agencies
Pastoral Support Plan (PSP)
Annual Reviews
Weekly contact with a member of SMT for
child and/or parents
1-1 Curriculum work for more than 1hour
a week
Individual Education Plan (IEP) ,
Personalised Learning Plan (PLP)

