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SEN Provision

At Cam Hopton,  our aim is to provide all children with a high quality education. Some children will need additional support to ensure they are able to make continued progress or to enable us to meet their individual needs. Children who have additional needs are provided with a My Plan. This is produced by the class teacher, in conjunction with the child and parents/ carers, to ensure that we can provide the most effective support to enable each child to continue to grow and develop.

My Plans are split into two categories, My plan and My plan+. Children with a My plan will have their needs met within the schools provision. A child with a My plan + may have more specific needs and therefore support from outside agencies will be included within the plan.

Children with a My Plan will receive additional support to enable them to work towards the outcomes on their plan. At Cam Hopton, we have developed a whole school provision map that demonstrates the different types of support we are able to offer. The provision map is split into the four broad areas of SEN:

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/ or physical needs

Alongside this, the provision map demonstrates the different ‘Waves’ of support in each of these areas. The Waves can be defined in the following way:

WAVE 1 – Quality First Teaching

At Cam Hopton, we use ‘Quality First Teaching’ to ensure that lessons are of a high standard. Work is differentiated to the needs of the children, resources are tailored to suit the class and different learning styles are catered for. All lessons are planned thoroughly and teaching assistants are integral in ensuring all of the children are enabled to achieve the lesson objectives.


WAVE 2 – Catch up additional support

Wave 2 provision describes specific, targeted and additional support for some children to enable them to make expected progress. Wave 2 interventions are often targeted at groups of learners with similar needs and are not primarily SEN interventions, although children with SEN may receive this support. Wave 2 support may include TA led sessions in or out of the classroom and would be provided in addition to the Wave 1 support. All children with a My Plan will be supported using Wave 2 provision.


WAVE 3 – SEND Provision

Wave 3 provision targets personalised provision for the children who need highly tailored intervention to accelerate progress and enable children to achieve their full potential. This may include one-to-one or personalised interventions which take place outside of the classroom as part of the planned withdrawal. The SENDCO is likely to be involved to a greater degree in supporting teacher to meet the needs of the learners, drawing on the support of outside agencies where appropriate. Wave 3 support is provided in addition to Waves 1 and 2. Children receiving Wave 3 support will have a My Plan + in place.


Some of the terms on the provision map may not be familiar to you. Please refer underneath to the Glossary, where a list of the interventions and a small explanation can be found.

File icon: pdf Provision map [pdf 80KB] Click to download

Provision Glossary

Cognition and Learning: WAVE 2

Talk Boost:

Talk Boost is a structured and robustly evidenced programme that can boost a child's communication skills. We currently have 3 TA’s and 1 teacher trained to deliver Talk Boost sessions. This programme focusses on the children’s communication skills, listening skills and speech and language skills through a series of fun games and activities. Talk boost is delivered in a small group session that lasts between 20 and 30 minutes.

Rapid maths:

Rapid maths is an intervention programme that supports all areas of mathematics. It is led by our HLTA’s who follow a specially developed repetitive programme then enables children to develop their maths skills in real life contexts. Rapid maths sessions take place every day lasting for between 20 and 30 minutes.

Rapid writing:

Rapid writing is an intervention programme that supports children with all aspects of writing. During the session children have the opportunity to develop their phonic knowledge, spelling skills and sentence construction. Rapid writing is led by our HLTA’s everyday with a session lasting about 20-30 minutes.

Dancing Bears:

Dancing bears is a synthetic phonics programme which is delivered on a one-to-one basis. This programme enables children who find the initial skill of blending (putting the separate sounds together to read words) difficult, to practise on a daily basis, whilst developing their phonic knowledge. Dancing bears sessions are short, typically lasting about 10 minutes a day.

Apples and Pears:

Apples and Pears is a spelling support programme. It develops the children’s ability to spell whole words. Apples and pears sessions can be done on a one-to-one basis or in a small group.

Dough Gym:

Dough Gym is a daily physical intervention that combines the use of large pieces of dough with a series of hand and finger exercises.  These strengthen and develop children’s fine and gross motor dexterity, hand-eye  co-ordination, proprioception, balance, low load control, grip and most importantly, their self-esteem!


Toe by Toe

Toe by Toe is a systematic reading programme that is delivered on a one-to-one basis. It is a phonics system which guides children step by step through the phonetic system to support their reading ability and to ensure the opportunity to revisit all of the sounds in the phonic system so that their aren't any gaps in the children's knowledge.

Phonological Awareness Training (PAT)

The PAT programme teaches children to read, spell and write words. It uses phonological awareness and analogies. The programme takes about 10-15 minutes each day.

Alpha to Omega

This phonetic programme is suitable for supporting children with dyslexia and specific learning needs. It supports the children's development in reading, writing and spelling.


Communication and Interaction: Wave 2

Social Stories

Social stories are a useful tool when teaching children how to understand different social experiences. When exploring a social story, it gives the children the opportunity to learn about situations they may find uncomfortable or confusing. Social stories can inform children how to behave in certain situations or how to react to others.


Language for Thinking

This programme is suitable for supporting children with a language delay. It can be uses on a one-to-one basis or in a small group. The programme develops the children's inference, verbal reasoning and thinking skills alongside their language development.

Rhodes to Language

Rhodes to Language is a resource book of games and activities used to develop children's knowledge of language. The games can be played independently or in a small group. Areas of language developed by these activities include knowledge of nouns, adjectives, verbs and word meanings.

Sensory and Physical: WAVE 2

Fizzy Programme

Fizzy is an occupational therapy based programme which encourages children to develop their gross motor skills. Pupils cover a range of activities to develop skills including coordination, balancing, throwing and catching. Fizzy is a fun intervention which takes place up to three times a week in a small group of no more than 6 children.