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Who can access extra help?

Access to additional help and provision often varies from area-to-area and even setting-to-setting. Most pupils are adequately supported through quality differentiated teaching and learning. However, some pupils require more personalised and tailored provision in order to develop and learn. Some pupils have a diagnosed disability or special educational need, requring additional support. It is the responsibility of the teachers within the school to ensure pupils who are experiencing learning difficulties are identified at the earliest opportunity and provided with appropriate support to make successful progress. It is the role of the SENCO to monitor and track pupils of concern and implement further and additional support if progress continues to be weak. SENCOs are also responsible for organising additional support and intervention, such as additional 1:1 support in class, learning aids or maths and English support. 
Older students may require access arrangements or exam concessions for external examinations such as GCSE, Vocational Qualifications or A Levels.  Exam concessions provide as level a playing field as possible for the student and do not convey an unfair advantage. Any concessions are not recorded in the students results.
There is no one-size-fits-all approach and any access arrangement must be based upon careful analysis of need through evidence and assessment.
Examples of additional help are:
Wave Two intervention:
  • reading clubs/groups  - small group reading led by a teacher or TA for pupils struggling with reading comprehension or accuracy
  • phonics groups - small groups led by teacher/TA to support spelling and reading, usually in a highly structured way
  • maths groups - small groups led by teacher/TA for pupils struggling in basic numeracy skills
  • in-class support - usually to aid concentration or pupils with emotional or behavioural needs
Specific resources may be helpful for some pupils, such as:
  • Dragon Dictate software
  • text-to-speak software
  • writing slope
  • chair wedge
  • coloured overlay
  • pencil/pen grip
  • hearing loop/ sound-field system
  • signs and symbols
Note: It is the responsibility of the setting to provide wave two intervention from their allocated funding.

Wave Three intervention:
  • one-to-one support - the highest level of intervention provided for pupils with the highest level of need (usually those requiring an EHCP) for pupils with complex-multiple needs
  • occasionally a child may require more than one additional professional throughout the day, where there is a risk to health and safety, such as for lifting and moving, for conducting any movement programmes and for pupils with very severe and complex needs
Personalised resources may be needed for some pupils:
  • Eye-gaze equipment
  • picture-exchange communication system
  • objects of reference
  • modified text/braille
Note: High-needs funding or top-up funding can be applied for from the Local Authority to provide additional resources and support for pupils with complex needs. It is the responsibility of the SENCO to gather evidence of need for the funding applications.

Examples of exam concessions (access arrangements) are:
  • additional time ( 25%, 50% in some instances) for slow workers and slow readers
  • use of a laptop for students who need help with handwriting speed and/or legibility
  • a reader for candidates who need help with reading accuracy and fluency
  • a prompt for help with keeping on task and time-keeping
  • supervised rest or movement breaks to help with concentration and tiredness
  • separate invigilation for candidates who are exceptionally anxious or who need to read aloud
  • other concessions can be made where appropriate, such as the use of an Oral Language Modifier

 For further information on access arrangements/exam concessions click here.

 A student may have difficulties in the following areas:
  •  Rate/speed
  • Accuracy - how accurate is their reading performance
  •  Fluency - being able to read for meaning with accuracy and speed
  • Comprehension (understanding)
  • Decoding (ability to interpret words)
  • Grammatical structures (ability to understand and interpret grammar e.g. past tense)
  • Phonological awareness (ability to decode the sound structure of the English language)
  • Visual-spatial skills (interpretation of abstract shapes which affects the ability to decode words)
  • Legibility (how easy the writing is to read)
  • Speed (how fast the student is able to write independently)
  • Grammar (whether the student is able to use appropriate grammar fluently)
  • Fluency (when the student can write clearly and methodically)
  • Speed (how easy the student finds it to spell words unaided)
  • Accuracy
  • Intelligibility (how easily the attempted words are to interpret by someone else)
  • Fluency (Students' ease with spelling)
  • Verbal comprehension (ability to understand spoken language)
  • Receptive language (ability to interpret spoken language)
  • Verbal processing speed (speed at which spoken language is interpreted)
  • Expressive vocabulary (range of use of vocabulary and ability to recall vocabulary)
  • Short attention span
  • Distractibility
  • Staying on task
  • Processing speed
  • Short term memory
  • Working memory
  • Numeracy (number, ability to calculate, ability to interpret number problems, algebraic ability, ability to understand and interpret written problems)
  • Visual-motor perceptual skills (hand-eye co-ordination)
  • Motor coodination
  • Visual disturbances/stress (student may suffer visual fatigue)
  • English as an Additional Language
  • Sensory impairment (visual or auditory) (e.g. hearing impairment, visual impairment)
For Identification Checklists of dyslexia, dyspraxia, mathematical difficulties, language difficulties and difficulties in attention click here.