SEN Support

Students at Whatley are taught in classes of no more than 10. Each class at KS2 and KS3 has at least three members of staff, including a teacher and two TAs. At key stage 4, there are at least two members of staff, including a teacher and TA.

Work is fully differentiated for each student according to their learning styles and individual needs, and students can access 1:1 support with a TA or HLTA for short periods, if required.

Students also have access to a range of therapies in school, based on their EHCP requirements. These include occupational therapy, speech and language therapy, counselling, art therapy, CAMHS, music therapy, lego therapy, ELSA, ELKLAN and a number of targeted interventions. We also use Zones of Regulation and we have a whole school sensory routine that staff are trained to use throughout the day to support our students with self-regulation. The sensory routine starts with breakfast club where students oral, proprioception, tactile, visual, vestibular and auditory are met through specific planned activities and the food and drink options. Within the classroom students have fine-motor box activities, calming music, transition routines and mid-lesson movement breaks. Each student also has their own visual timetable and timers are used where they will assist students with managing their day.

If a student becomes dysregulated in the classroom and other support strategies are not working, they may have a bounce-back break or use the sensory circuit. This is structured, supervised time outside of the classroom with a TA or HLTA and is agreed between the teacher and student as follows:

The need for a bounce-back break is agreed between the student and an adult

The time permitted for the bounce-back break (usually between 5-10 minutes) is agreed between the student and the adult

The activity and location are agreed between the student and the adult (for example a pod, sensory circuit, reading, a walk outside etc.)

When returning from a bounce-back break, a brief conversation takes place between the student and the adult to refocus and return to learning

We also have an extensive mentoring programme where each student is assigned a mentor and given daily or weekly support, depending on their needs.