Alvaston Junior Academy

Alvaston Junior Academy

Types of support

The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
Teacher’s use assessments and observations of children to identify, review and evaluate their needs and
 gaps in their learning. We look at what we can provide to meet the childs needs and we discuss and measure the effectiveness of the interventions the children have undertaken that term. Different children will require different levels of support in order to bridge the gap to achieve age expectations which could be on a one to one basis, with a group, run by a teacher or teaching assistant or through peer support and in or out of class. Throughout the process, we keep an on-going dialogue with yourselves as parents.

At Alvaston Junior Academy, we currently have children with a variety of needs and provide the following interventions to meet the needs of our children:

Support for children with physical needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Gross Motor Skills interventions.
  • Fine Motor Skills interventions.
  • Movement Groups/physical literacy
  • Specialist group support from outside agencies e.g. Occupational Health

Support for children with speech, language and communication needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Daily Speech and Language interventions.
  • Specialist group support from outside agencies e.g. Speech and Language Therapy

Support for children with social, emotional and mental health difficulties:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Peer mentoring
  • Counselling
  • Circle Time Activities
  • Outside Agencies i.e. CAHMS

Support for children with cognition and learning needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Maths and English specific
  • Specialist group support from outside agencies e.g. Educational Psychology Service
  • Range of teaching and learning styles;
  • A broad range of extra-curricular activities, including After-School
  • Differentiation

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