Waves of provision for SEN pupils

Waves of Provision at West Byfleet Junior School

A graduated approach: All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.

There are 3 stages known as ‘waves’ that outline the provision that we provide for our pupils.

Wave 1

Wave 2

Wave 3

Wave 1 is the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles that make maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour.

Wave 2 is a specific, additional and time-limited intervention provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions are often targeted at a group of children with similar needs.

Wave 3 is targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include one to one or specialist interventions.

Each wave is broken down into 4 further categories of provision:

Cognition and Learning

Communication and Interaction

Sensory and Physical

Social, Emotional and Mental Health

Cognition is the umbrella term for a child’s learning skills. It is their ability to process information, reason, remember and relate.

Communication and Interaction is the ability to communicate with others. This includes the use of speech sounds, language, gestures, facial expressions and body language.

There is a wide range of sensory and physical difficulties that affect children and young people across the ability range.

Children and young people with a visual impairment (VI) or a hearing impairment (HI) may require specialist support and equipment to access their learning.

Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.

Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships.

These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.

Cognition and Learning

Wave 1

Wave 2

Wave 3

Differentiated curriculum planning

Pitched questioning

Modelling of skills

High expectations

Success criteria

1:1 and group reading

Guided writing

Visual dictionaries

Word mats

ICT to support learning

Writing frames


Learning displays

Challenge tasks

Support from Teaching Assistant

Different learning styles are adopted

Strategies for Autistic Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD)

Specific Learning Disorders e.g. Dyslexia (SpLD)

Next steps in marking(www)

All children's progress and attainment is assessed and tracked throughout the year

Snap on 2 Maths

Maths Mountain

SPaG group(Spelling,Punctuation and Grammar)

Number Shark

Paired Reading

Reading Plus

Letters and Sounds Phonics

Language for Thinking programme

Learning & Language

Developing Written Language Skills

Developing Phonological Awareness

Developing Written Language Skills

Nessy Program-Phase 3+4 phonic skills consolidation

Task boards to break down tasks into manageable chunks

Precision Teaching

Pre-teaching of vocabulary

Intense (1:1) support in core and foundation subjects

Reading Between the Lines

Targeted work from – Learning and Language (LLS)

Support from Educational Psychology (EP)

Toe by Toe Programme

P.A.T(Phonological Awareness Training)

Dragon Speaking

Clicker Sentences

REMA(Raise Equality and Minority Achievement)

Communication and Interaction

Wave 1

Wave 2

Wave 3

Differentiated curriculum planning

Modelled speech/language

Modelled Interaction

Targeted questioning

Talking partners

Group work

Whole class circle time

Class visual aids and prompts

Visual timetables

Key words/word banks

Drama activities

Sequencing activities

Additional processing time

Simplified Language

A range of questions used so children develop and give better answers

Opportunities for individual, pair, group or whole class working

Regular communication through informal and formal meetings eg.parent’s evening

Class and special assemblies

Role play and Drama

Pre-teaching of vocabulary

Nurture group (social skills & self-esteem)

Communication book activities

Semantic links programme

Individual visual timetables

Individual visual communication system

Language Scales Assessment pack

Targeted work from Speech and Language


Language for Thinking (1:1)

Targeted work from Learning and Language

(LLS) support

ASD Outreach support (e.g. Freemantles)

PORIC Programme (1:1)

Speech and Language Therapy blocks

Sensory and Physical

Wave 1

Wave 2

Wave 3

Differentiated curriculum planning

Adaptions to the classroom (when appropriate)

Fine motor skill activities such as: peg boards, putty, cutting etc.

Additional movement breaks

School building is accessible for all

Classrooms have age appropriate furniture and environments

Visual prompts, pictures and ICT used appropriately to aid learning

High quality resources are readily available, organised to enable independence

Seating plans or group tables are used

Lesson organised to maximise active learning providing time for concentration, discussion, thinking, reflecting and questioning

Outdoor learning opportunities

Use of specialist equipment

Pencil grips

Coloured overlays

Lap weights

Sloping boards for desks

Adapted cutlery

Fidget kits

Paediatric Occupational Therapy assessment & resource pack (handies & fizzies)

Gross motor programmes

Jump ahead

Balance boards

Trim trail

Fine motor programmes

Write from the start

Large keyboard for computer work

Individual work station

Social stories

Comic Strip Conversations

Targeted work from Occupational Therapy,

Physiotherapy, Outreach Team

& School Nurse Team

Physical and Sensory Support Services(P.S.S.S)

Individual support with self-care where appropriate

ICT program to develop keyboard skills

Write From the Start-Hand-activities to help eye co-ordination

Social, Emotional and Mental Health

Wave 1

Wave 2

Wave 3

Differentiated curriculum planning

Whole school behaviour policy

School & class rules

PSHE planned lessons using SEAL

Whole school assemblies

Class circle time

Talking partners

Class visual timetable

Golden time

Visual reward systems

House point system

Time out

Timers & stress relievers

Emotion/social resources

Positive touch

praise and high expectations

Whole class behaviour charts e.g. house points, conduct points


Class Monitors, School council

Fiddle objects

Nurture group (social skills & self-esteem)

Conversation group

Individual reward system & behaviour logs

Additional support at playtime (break time and lunchtime clubs)

Transition support

Time to talk programme and board game

Involvement from the Home School Link Worker (HSLW)

1:1 Emotional Literacy Programme (ELSA)

Drawing and Talking Programme


Individual work station

Individual social stories to teach specific social skills

Targeted work from –Behaviour Support, CAMHS, Educational Psychology and

Surrey Family Mediation