The needs we support and how we do it

At Jerounds, our approach starts with creating an inclusive classroom environment where supportive tools and strategies are available to all children – Ordinarily Available. We then provide additional, targeted support according to individual needs, working closely with children, families and other professionals where appropriate.

We support children across the four broad areas of Special Educational Needs and Disabilities (SEND).

Communication and Interaction

We support children who may have difficulties with speech, language and communication, social interaction or who are autistic.

What we offer:

  • Inclusive classroom strategies such as visual timetables, clear routines and visual prompts to support verbal communication and processing.
  • Visual coding to help children understand, organise and process information.
  • Staff training in good autism practice, helping us create supportive and understanding learning environments.
  • Communication-friendly classrooms, with a strong emphasis on developing oracy and giving every child opportunities to communicate.
  • Our school radio station, made possible through Inclusion Funding, provides exciting opportunities for children to explore different roles, develop confidence, express themselves and extend their communication skills.
  • Targeted support to develop speech, language, communication and social interaction skills, according to individual needs.

Cognition and Learning

We support children who may need additional help with learning, processing information, developing literacy and numeracy skills or accessing the curriculum.

What we offer:

  • Inclusive classroom tools and strategies to scaffold learning, break tasks into manageable steps and build independence.
  • Adapted resources and different ways for children to access and record their learning.
  • Investment in Clicker software, providing children with alternative ways to engage with and complete English tasks, supporting writing, spelling and communication.
  • Targeted literacy and numeracy support, including Catch Up Literacy and EPS Maths.
  • Additional interventions to develop reading and spelling skills, including alternative approaches to help children find strategies that work for them.
  • Regular monitoring of progress to ensure support is appropriate and effective.

Social, Emotional and Mental Health (SEMH)

We recognise that children's emotional wellbeing plays an important part in their ability to learn, develop relationships and feel successful at school.

What we offer:

  • A Trauma-Perceptive approach that underpins how we understand children, are curious about their needs and support behaviour.
  • A focus on understanding the reasons behind behaviour and responding with empathy, consistency and appropriate support.
  • Supportive classroom environments built around positive relationships, predictable routines and a sense of safety and belonging.
  • Use of the Essex 6 Core Strengths assessment to help us understand children's individual strengths and needs and guide targeted support.

Sensory and/or Physical Needs

We support children who may have sensory processing differences, hearing or visual impairments, physical disabilities or other sensory and physical needs that affect their access to learning.

What we offer:

  • Inclusive classroom environments with clear organisation, visual support and predictable routines.
  • Reasonable adjustments to the classroom environment, resources and activities to support individual needs.
  • Consideration of sensory needs, including access to appropriate movement breaks, quieter spaces or adjustments to reduce sensory demands where needed.
  • Adapted equipment, resources and approaches to enable children to access learning and participate in school life.
  • Liaison with specialist professionals to help us identify and implement appropriate support.

Our commitment

We know that no two children are the same. The support we provide is therefore tailored to individual strengths, needs and circumstances.

We use an assess, plan, do, review approach to understand children's needs, put appropriate support in place and regularly consider how well it is working. We work in partnership with parents and children to ensure that their views and experiences help shape the support provided.

For more detailed information about our SEND provision, identification and assessment processes, staff expertise and support for families, please read our SEN Information Report and other relevant and useful policies on our Policies page.