Montrose School

Achieving, Caring, Aspiring


Wigston Lane, Leicester, Leicestershire

0116 2832328

What is our approach to teaching pupils with SEND and how do we evaluate the effectiveness of the provision?


Class teachers have responsibility for enabling all pupils to learn. To achieve this they:

  • Plan appropriate work / activities for pupils

  • Ensure support is available for all children (inclusive ‘quality first’ teaching)

  • Differentiate the curriculum to take account of different learning styles, interests, abilities

  • Ensure that all children can be included in tasks / activities

  • Monitor individual progress

  • Celebrate achievement

  • Identify those children who need additional support or different support in order to make progress

  • Set targets and discuss these with parents and pupils

Teachers are familiar with the relevant equal opportunities legislation covering the protected characteristics: race, gender, disability, sexual orientation, religion or belief and age (see Single Equality Scheme).

We believe that all children learn best with the rest of their class. Our aim is for all children to be working independently in class with their peers.  Children with SEN and disabilities are entitled to be taught by their teacher, not always by a Teaching Assistant (TA).  Teachers aim to spend time each day working with all children with SEN, individually or as part of a group.


Teaching assistants have responsibility to support teachers in enabling all children to learn:

  • Through ‘quality first’ teaching, support the teachers in enabling all children to have full participation

  • Enabling children with SEND to have access to an appropriate curriculum

  • Encouraging and promoting independence

  • Liaising with the class teacher

  • Help to prepare resources and adapt materials

  • Lead interventions to close the gap for children experiencing difficulty

  • Promote the inclusion of all children in all aspects of school life

When allocating additional TA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their targets, but without developing a learned dependence on an adult.

Montrose has a range of interventions available which are listed on a provision map. Intervention is additional to or different from the usual differentiated curriculum.  It can take the form of:

  • Using different learning materials in the classroom

  • Making reasonable adjustments to the physical environment

  • Support staff in the classroom

  • A focused level of support in a small group

  • Focussed work to be completed at home

Targets for children at SEN Support are deliberately challenging in the attempt to close the attainment gap between the children and their peers. Interventions are often crucial in closing these gaps, so are monitored closely by both the class teacher – who monitors progress towards the targets during the intervention – and by the SENCo who monitors overall progress after the intervention.

  • Interventions are planned in blocks

  • At the end of each block, children’s progress towards their targets is assessed and recorded

  • A decision is then made as to whether to continue the intervention, to swap to a new intervention, or to allow a period of consolidation in class.

The SENCo monitors interventions to identify ‘what works’.