Curriculum Support

Curriculum Support

Curriculum support is additional support available to pupils for two purposes: to help pupils to achieve their expected progress identified through their targets or to develop pupils Gifted and Talented skill development in certain areas.

  • Curriculum support in English and Math will predominantly take place in class and help identified pupils work towards achieving a specific target.
  • In Physical Movement (PE) pupils will work on a physical exercise program agreed with the school Physiotherapist. This will target specific pupils identified for support with movement and mobility. Pupils will also receive input if they are identified as Gifted and Talented, these sessions will often involve training for a school competition.
  • In Music pupils will be referred to support sensory needs for calming, energizing and attention skills. Pupils will also receive input if they have been identified as Gifted and Talented, these sessions will often build towards school performances either in assembly or end of term productions.
  • The Curriculum support for ICT will focus on concerns raised through E-safety. This will be a referral through to the Participation team.


Curriculum support will take place over a six week period, the progress will then be reviewed and a decision made about the next steps for the pupil.

See the referral model below for information on this process.



Speech and Language Therapy

Communication and interaction are not the singular effort of the Speech Therapy team. Instead they underpin everything we do as a school. We recognise that, in order to learn, a pupil must be able to communicate and interact. We also recognise that, as facilitators of that learning, we as a school have a responsibility to each pupil to ensure that they have their communicative needs met enabling them to interact effectively, with ease and to their potential.

As a school we believe that:

  • Every pupil should be able to communicate, and be communicated with, in the best way for them.
  • The staff should be well trained in the different ways to communicate and feel confident in using sign, pictures and objects of reference to support speech and understanding.
  • Teaching, learning and assessment should reflect individual communication styles across the curriculum.
  • Our parents should feel supported in managing their child’s communication preferences at home.
  • Challenging behavior is recognized as a communication from a pupil, and positive strategies are put in place to improve communicative function initially.


The Speech Therapy team aim to underpin this ethos by:

  • Profiling pupils communicative preferences, using a range of standardised and non standardised assessments.
  • Being present in class and modeling good practice.
  • Providing training that is ongoing, supportive and functional.
  • Providing class teachers with strategies to make a ‘total communication’ environment.
  • Combining direct and indirect approaches to ensure communicative skill is developed in each individual pupil.
  • Providing targets that are functional, relevant and achievable.
  • Supporting teachers with assessment where communication may prove a limiting factor.
  • Working within both the Royal College of Speech and Language Therapist clinical guidelines and Department of Health guidelines.
  • Prioritizing evidence based practice.
  • Ensuring all therapists are licensed to practice by the Health Professions Council and members of the Royal College of Speech and Language Therapists.
  • Working with our NHS colleagues, via appropriate referrals, to ensure the pupils of Winchelsea receive the most comprehensive communication support possible.


Service Delivery

We believe that for Speech and Language Therapy intervention to be truly effective it must be continuous across all settings. For this reason our school service operates at three levels



The Therapy Process at Pupil Level

Pupils are referred for direct therapy by teaching staff or parents. Once a referral has been made the pupil is considered to be ‘open’ to SALT input and the process below is followed:



We use a variety of assessment methods within the department, including formal standardized tests.

These are specialized language assessments and are only carried out by qualified Speech and Language Therapists or closely supervised Speech Therapy Assistants. Common evaluation tests used are:

  • The CELF-4
  • The Pre-school CELF
  • The Reynell Developmental language Scales
  • The Pre School Language Scale
  • The Social Skills Improvement Scale


In addition to these we always do an informal observation (both in class and at play) and get an informal language sample from pupils. Where a standardized test is not appropriate a detailed informal assessment will be carried out using a play based technique, and includes a test of key word comprehension. Where possible scores are considered with and without visual supports so that a pupils responsiveness to symbols and sign can be ascertained alongside ‘pure’ expressive and receptive skills.

Results are analysed and compared to standardised results both at age (where possible) and at rough cognitive age (based on W level). If no standardised score has been possible, results are compared to developmental norms.


Reports will be written after assessment completion and will contain information relating to the areas of most impact for the pupil. Reports will be provided to parents, class teachers and are included in Education and Health Care Plans

Goal Setting

All short term Speech and Language targets will be SMART (Specific Measurable Achievable Realistic Time measured) and will be set within areas of need. Often the SMART target will form a small step of a larger more functional goal. Where possible, this long term functional goal will also be on the pupils Individual Education Plan. Where appropriate the Speech and Language targets will be linked to the curriculum or attainment criteria and in all cases will have been discussed with the class teacher or link Speech Therapy teaching assistant. In all cases class teams take equal responsibility for tracking progress against these targets and contributing to the review process.



Following the agreement of the management plan, a period of intervention begins. Intervention takes place at four waves of support (see below). The Intervention wave is decided by the Speech and Language Therapist based on what is the best for the pupil with the highest probability of success and lowest risk. Intervention may be direct or indirect:


Direct Intervention

The SALT will decide to begin direct Intervention when it will provide a measured positive functional improvement for learning or self-esteem and:

  • The areas to be worked on demand the specific knowledge or skills of a trained Speech and Language Therapist (SALT) or Assistant (SALTA - under the close supervision of a trained SALT);
  • It is necessary to closely assess and monitor progress or a particular skill over a period of time;
  • Work on a skill or an approach needs to take place initially within a structured 1:1 or group setting and with the expertise of an SALT, before being transferred into a broader context.


In all cases direct therapy will be recorded according to Royall College of Speech and Language Therapist Guidelines. Monitoring of progress is done half termly on a central spreadsheet, and fed back to governors.


Indirect Intervention

Indirect intervention occurs either in conjunction with, or after, an episode of direct intervention from a SALT or SALTA. Indirect intervention is provided to generalise the skill that has been learnt during direct intervention. This usually consists of a specialist programme and resources from the SALT being given to the teaching staff so that they can implement skill practice throughout the day. This will include guidance, supervision and support from the SALT and SALTA. This will enable communication to become effective and functional. Practice that occurs in a natural environment is more likely to become habitual and, in turn, improve function self-esteem and learning.



Pupil Participation (PP)


  • Children will have an understanding of their emotions and be able to identify strategies, resources and activities that help them feel happy and emotionally safe;
  • Children will be able to learn, apply and generalise strategies so that they are able to emotionally regulate themselves;
  • Children will feel emotionally safe and resilient so that they are able to participate in their learning in the classroom with peers and class staff;
  • We will work with other professionals and Parents / Carers to ensure that a wraparound approach to behaviour management and emotional regulation is applied;
  • The voice of the children will be heard, they will contribute and participate in decisions about themselves and the school;
  • Children will understand that their actions and behaviours impact on others;
  • *Children will understand the difference between right and wrong and the rule of law.



The Personal Development, Welfare and Behaviour Lead, including Designated Safeguarding Lead (DSL) takes responsibility for the department. The DSL is supported by the Pupil Participation Lead (PPL) who is also the school’s Emotional Literacy Support Assistant and holds the School Mental Health Leader Certificate. There is also a Pupil Participation Assistant who supports with the delivery of support throughout the school.

Identification – How do we know who needs additional support?

Children that are struggling will need additional support from that which is provided as part of the normal classroom offer. In these circumstances the PP Team will work with stakeholders to help create a positive change, below are some of the ways we identify an additional need for intervention.

  • Feedback from the Child;
  • Parent /Carer feedback;
  • Concerns identified by staff;
  • Attendance concerns;
  • IRIS/CPOMS/FAGUS – patterns of reporting;


Intent – what do our aims look like for children and families?

  • To support children to understand Helpful Choices in school and the wider community;
  • To develop positive attitudes and commitment to learning;
  • To involve and work with Parents /Carers;
  • To work with other services to provide wrap around care, strategies and resources;
  • To support Children to understand their emotions and develop self-regulation strategies;
  • To learn skills to develop and maintain friendships/relationships;
  • For all children to feel safe and heard

Intervention and support

Intervention to develop positive change takes place at three waves of support (see below). The DSL and PPL will involve other stakeholders to formulate a plan based on what is the best for the child. Intervention may be direct or indirect:



Implementation – How do we achieve our aims?

  • We work with outside agencies to gain guidance and advice when required;
  • Use tangible resources to support learning and understanding by using Small World, Puppets, Lego and Comic Strips;
  • Develop personalised Toolkits to support emotional regulation;
  • Develop understanding of Helpful Choices;
  • Sessions delivered by the Emotional Literacy Support Assistant (ELSA);
  • Provide a listening ear to children to help them with their worries;
  • Engage parents to use resources and strategies.


Impact – How do we know we are achieving our aims?

  • Children will be calm and safe to return to class and return to their learning;
  • To recognise risk both online and offline including the use of mobile phones;
  • Children will have increased resilience, confidence and knowledge to keep healthy and safe;
  • Children will be responsible and respectful citizens of the school and wider community;
  • Children will be able to recognise the difference between right and wrong;


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