SEND & Inclusion

  • Mrs Alison Gillard

    SENDCo

    agillard@bowcps.devon.sch.uk

    I have been working in Primary education for over twenty five years, as a class teacher (teaching nursery through to year 6) and also as a senior leader. I'm a qualified Thrive Practitioner and Forest school leader. I also work as an university visiting tutor. I have been a SENCo since 2002 and have been working as Bow's SENDCo since 2014. This is a role I really enjoy. My main role is to ensure that all children have the best support and teaching to aid them to achieve their full potential. I am also one of the schools Safeguarding officers.

  • Mrs Caroline Quick

    SENDCo Assistant

    cquick@bowcps.devon.sch.uk

    I have worked as a teaching assistant at Bow for nearly 11 years, working across the school in a variety of roles. I'm a trained Thrive practitioner and have recently undertaken an introduction to counselling qualification. I also support the school SENCo in administrative duties.

This page is constantly reviewed and updated on a regular basis. 
 
Here are some of the policies that are directly connected with SEND and Inclusion.  All other school policies can be located under the parents tab, many of which also relate to pupils with SEND.
For the correct  local offer please use the following link:
https://new.devon.gov.uk/educationandfamilies/special-educational-needs-and-disability-send-local-offer
Interventions:
 
From time to time your child may need some extra support within their studies. We offer a varied range of intervention groups run by our highly skilled teaching assistants.
 
Here is an overview of the interventions we provide with a short description. If you require any further details please get in contact with your child's teacher,the teaching assistant who runs the intervention or the SENCo assistant via your child's contact book in the first instance. They will be able to give you more information about each intervention.
 
More information to follow soon:
 
Phonics:
A daily intervention following the Babcock phonic phases training, to increase the child's confidence and knowledge of phonic sounds to increase reading and writing skills.
 
Talking Partners:
This encourages active talkers to make less interruptions and correct choices when to speak and get less able talkers to become more actively involved. It teaches the importance of taking turns.
 
Teodorescu/Handwriting:
This intervention follows a set programme to help with pencil control, fine motor skills and eye coordination.
 
Speech and Language:
Following recommendations from individual speech and language reports.
 
Mighty Maths: 
The goal of this intervention is to teach children to be quick and effective at using basic number skills that it becomes 'automatic', requiring little of no conscious effort.  
 
Reading Support Scheme:
This involves rereading books for fluency, focusing on tricky words and using phonic knowledge to word build. 
 
 
Visual Memory:
 
Counting to Calculating:
This intervention works with small groups to help children  with Maths to understand counting and the additive structure of the number system. Moving on from "counting on". Additive composition-partitioning numbers and understanding equivalence. Inverse relationship between addition and subtraction and then using and applying.
 
Thrive:
The Thrive Approach can make learning more accessible, more effective and fun. It enhances emotional literacy and directly contributes to the development of learning power:resilience, resourcefulness, reflective capacity and reciprocity.
 
Mentoring:
One to one sessions with an adult. It may be to increase a child's resilience, to discuss worries or concerns or just a check in to make sure everything is going okay for them. It's very much child
lead. 
 
 
Spelling support/Sentence construction:
Spelling sessions tailored towards individuals requirements as advised by their class teacher.
 
Touch typing;
Computer based programme to teach touch typing.
 
Nessy/Bug Club:
Online based games that help children with English, phonics, reading, spelling and Maths. Games can be set to child's needs and are progressive.  
 
Trugs/Stiles:
An acronym for Teach Reading Using Games-phonics -based card games designed to help children develop their reading skills./A self-checking tile game, structured across 12 books, to enable children to practise and reinforce their phonics knowledge.
 
Fun Fit:
This programme is to help with coordination, balance skills, motor skills and listening skills.
 
Power of 2:
This involves two people working together to develop maths skills. The child benefits from repeated practice and explanation. The coach works alongside the child to support their learning.
 
Toe by Toe:
A highly structured multi-sensory phonetic approach to literacy.
 
Movement group:
A small group intervention offering focused support to assist children in the development of their ball skills, balance, co-ordination and fine and gross motor skills.
 
 
 
 

  • Mrs Caroline Quick

    Teaching Assistant

    The Interventions I undertake are:
    Thrive
    Mentoring
    Counting to Calculating
    Might Maths

  • Mrs Michelle Brine

    Teaching Assistant

    The Interventions I undertake are:
    Thrive
    Mentoring
    Styles/Trugs
    Movement Group

  • Mrs Mel Butler

    Teaching Assistant

    The Interventions I undertake are:
    Speech and Language

  • Mrs Jenny Welsh

    Teaching Assistant

    The Interventions I undertake are:
    Counting to Calculating
    Spelling Support

  • Miss Sally Smallman

    Teaching Assistant

    The Interventions I undertake are:
    Phonics Support
    Devon Early reading scheme
    Fun Fit

  • Miss Catherine Tiley

    Teaching Assistant

    The Interventions I Undertake are:
    Speech and Language
    Talking Partners

  • Mrs Sandra Marsh

    Teaching Assistant

    The Interventions I undertake are:
    Handwriting support
    Teodorescu handwriting programme

  • Mrs Caroline Hulland

    Teaching Assistant

    The interventions I undertake are:
    Power of 2
    Toe by Toe