What SEND Support Looks Like

What Support Looks Like

 

Rooted in our Catholic ethos - every child at OLSJ is a unique and precious gift from God, deserving love, support and the opportunity to flourish academically, socially and spiritually.

 

Our Foundation: Quality First Teaching

 

At OLSJ, quality first teaching is the bedrock of our SEND provision. Every teacher plans and delivers high-quality, differentiated lessons that meet the diverse needs of all learners - right from the start, in every classroom, every lesson. This is not additional provision; it is the universal entitlement of every child.

Tailored Learning: Adaptive Teaching Approaches

Meeting Every Learner Where They Are

Our teachers use differentiated instruction so every pupil can access the curriculum — regardless of starting point or learning style. Class teachers maintain overall responsibility for every pupil's progress, working closely with teaching assistants and specialist staff.

• Flexible grouping to match pace and need
• Scaffolded tasks that build independence and confidence
• Varied resources: visual, auditory, and practical
• Regular assessment to adjust teaching in real time
• Close collaboration with the Inclusion Team when concerns arise

 

Nurturing Minds: Pastoral & Wellbeing Support

Every child thrives when they feel safe, heard, and valued. Our dedicated inclusion team provides consistent, compassionate guidance throughout every pupil's school journey - recognising that wellbeing and learning are inseparable. 

SEMH Support: Emotional Resilience & Growth

Supporting the Whole Child

Social, Emotional, and Mental Health (SEMH) needs are taken seriously at OLSJ. Pupils may experience anxiety, depression, ADHD, attachment difficulties, or the effects of adverse childhood experiences. Our specialist staff work alongside pupils and families to build emotional resilience.

• Trained SEMH practitioners on site
• Bespoke SEN Support Plans for individual pupils
• Collaboration with CAMHS and THEWS
• Close partnership with families and outside agencies

 

 

 

 

 

 

Our SEMH Interventions at a Glance

 

 

 

Our specialist SEMH practitioner delivers a wide range of targeted, evidence-informed interventions throughout the week. Each programme is carefully matched to the individual needs of the child -  supporting emotional regulation, social skills, resilience and wellbeing across all year groups from Nursery to Year 6.

 

Emotional Wellbeing Interventions

Building Confidence, Resilience & Positive Mental Health

These programmes focus on developing a child's sense of self-worth, emotional strength, and ability to manage anxiety — delivered individually or in small groups by our specialist SEMH practitioner.

Self-Esteem

Helps children develop a positive self-image and belief in their own abilities. Children explore their strengths, challenge negative thinking, and build confidence through structured activities. Available across KS1, KS2, and KS2.

Resilience

Supports children in developing the emotional tools to cope with setbacks, change, and challenge. Pupils learn strategies to bounce back and approach difficulties with a growth mindset.

Anxiety Support

A bespoke programme for children experiencing worry or anxiety. Pupils are supported to identify triggers, develop coping strategies, and build emotional regulation skills in a safe, nurturing environment.

Wellbeing Check-In

Regular one-to-one sessions to monitor a child's emotional health, provide a trusted adult relationship, and ensure early identification of emerging concerns before they escalate.

Social Skills Interventions

Learning to Connect, Communicate & Collaborate

These programmes help children develop the social skills needed to build friendships, resolve conflict, and engage positively with peers — using structured, play-based, and creative approaches.

Circle of Friends

A restorative, peer-supported intervention where a small group of classmates come together to support a child who is experiencing social difficulties. Builds empathy, inclusion, and genuine friendship.

Lego Therapy / ZOR (Zone of Regulation)

Lego Therapy uses collaborative building to develop communication, turn-taking, and problem-solving. ZOR helps children understand and manage their emotional states using a colour-coded framework.

Turn Taking

Structured play-based sessions for younger children (including Nursery) that develop the foundational social skills of sharing, waiting, and cooperative play.

Comic Strip Conversations

A visual intervention using simple drawings to help children — particularly those with autism or social communication needs — understand social situations, perspectives and appropriate responses.

 

Communication & Sensory Interventions

Regulating the Body, Unlocking the Mind

These programmes address sensory processing, attention, and communication needs — helping children become ready to learn and able to engage with the world around them.

Sensory Circuit

A movement-based programme delivered at the start of the day to help children regulate their sensory systems. Includes alerting, organising, and calming activities — preparing children physically and mentally for learning. Runs daily for children with sensory processing needs.

Attention Bucket

A structured, play-based group intervention for early years and KS1 children who have difficulties with attention and listening. Uses a bucket of engaging objects to build shared attention, turn-taking, and early communication skills.

Talk About

A structured social communication programme that helps children develop the skills needed for effective conversation — including listening, topic maintenance, and understanding social rules of communication.

Musical Interaction

A specialist programme using music and structured interaction to develop communication, attention, and emotional connection. Delivered at different stages to match the child's developmental level.

 

Nurture & Play-Based Interventions

Safe Spaces to Grow, Explore & Belong

These programmes use nurturing relationships, play, and creative experiences to support children who need a gentler, more relational approach to learning and emotional development.

Nurture Group

A small, supportive group that recreates the early nurturing experiences some children may have missed. Focuses on building trust, emotional security, and positive relationships with adults and peers. Delivered fortnightly for targeted pupils.

Play-Based Emotional Teaching

Uses structured and free play to help children explore and express their emotions in a safe, non-threatening environment. Particularly effective for children who find it difficult to engage with more formal therapeutic approaches.

Emotion Coaching

A one-to-one approach where a trusted adult helps a child identify, name, and understand their emotions — and develop strategies to respond to them constructively. Based on the work of John Gottman.

Fun with Food

A therapeutic group that uses food preparation and shared mealtimes to build social skills, sensory tolerance, communication, and positive relationships. Particularly beneficial for children with sensory or anxiety-related needs around food.

 

Speech & Language Interventions at a Glance

Alongside our SEMH provision, our specialist Speech and Language practitioner delivers a rich programme of targeted interventions throughout the week. These programmes support children's language development, communication skills, and readiness for learning — from Nursery through to Year 6.

Language Development

Pre-Teach Vocabulary, Colourful Semantics, Blanks Level Questioning, HFW Intervention

Communication & Interaction

Lego Therapy — Stages 1, 2 & 3, Turn Taking, Attention Bucket

Sensory & Engagement

Sensory Stories, Sensory Circuit, FMS — Fundamental Movement Skills

Independence & Life Skills

Life Skills, Project-Based Learning, Editing Skills

Language Development Interventions

Building the Words to Think, Learn & Communicate

These programmes target the core building blocks of language — vocabulary, sentence structure, and reading — giving children the linguistic tools they need to access the curriculum and express themselves confidently.

Pre-Teach Vocabulary

Children are introduced to key curriculum vocabulary before it appears in class lessons. This gives pupils — particularly those with language delay or EAL needs — the confidence and prior knowledge to engage fully with their learning. Delivered in small groups across Reception and KS2.

Colourful Semantics

A structured, visual approach to developing sentence construction and understanding. Children use colour-coded cards to learn the roles of words in a sentence (Who, Doing, What, Where). Delivered in progressive stages from simple two-word combinations to complex sentences. Used widely from Nursery through to KS1.

Blanks Level Questioning

Based on the Blank's Levels of Language framework, this intervention develops children's ability to answer increasingly complex questions — from simple naming (Level 1) through to abstract reasoning (Level 5). Supports comprehension, inference, and higher-order thinking skills.

High Frequency Word (HFW) Intervention

Targeted sessions to support children in recognising and reading high frequency words fluently. Builds reading confidence and automaticity, enabling children to focus their cognitive effort on comprehension rather than decoding.

Lego Therapy — A Staged Approach

Building Communication Through Collaborative Play

Lego Therapy is an evidence-based intervention that uses structured Lego building activities to develop social communication, language, and collaborative skills. At OLSJ, it is delivered across three progressive stages, matched to each child's level of development.

Stage 1 — Parallel Play

Children work alongside each other independently, building their own models. This stage develops comfort in shared spaces, early awareness of others, and the foundations of cooperative play. Suitable for children at the earliest stages of social interaction.

Stage 2 — Structured Roles

Children work in pairs or small groups with defined roles: an Engineer (who reads the instructions), a Supplier (who finds the pieces), and a Builder (who constructs). This develops turn-taking, listening, following instructions, and collaborative communication.

Stage 3 — Independent

Children work together to design and build their own Lego creations without a set plan. This stage develops creative problem-solving, negotiation, shared decision-making, and more complex social communication skills.

Sensory Stories & FMS

Engaging the Body and Senses to Support Learning

These programmes use sensory experiences and physical movement to support children's engagement, regulation, and readiness to learn — particularly for pupils with sensory processing needs, physical development delays, or those who benefit from a more embodied approach to learning.

Sensory Stories

Sensory Stories are multi-sensory narratives where children experience a story through sight, sound, touch, taste, and smell. Each story is carefully designed to engage children who may have limited communication or sensory processing differences. Delivered in small groups across three progressive levels, from early sensory exploration through to more complex narrative engagement. Supports attention, communication, and emotional connection.

Fundamental Movement Skills (FMS)

A structured physical programme that develops the core movement skills children need to access learning and play — including balance, coordination, jumping, throwing, and catching. Particularly beneficial for children in Nursery and Reception who have not yet developed age-appropriate gross motor skills. Strong physical foundations support children's ability to sit, focus, and engage in the classroom.

Life Skills & Project-Based Learning

Preparing for Independence Beyond the Classroom

For pupils with more complex or long-term needs, developing practical life skills and the ability to apply learning in real-world contexts is a vital part of their education. These programmes build independence, confidence, and functional skills that will serve children throughout their lives.

Life Skills

A bespoke programme for pupils — particularly those with EHC Plans or more complex needs — that focuses on developing practical everyday skills. Sessions cover areas such as personal organisation, healthy eating, budgeting, travel awareness, and self-care. Pupils work on personalised targets that reflect their individual aspirations and next steps. Delivered individually or in small groups, with planning sessions to support pupil agency and ownership of their learning.

Project-Based Learning

An enriching approach that allows pupils to explore topics in depth through research, creativity, and real-world application. Projects such as Healthy Eating give pupils the opportunity to develop language, literacy, and thinking skills in a meaningful context. Particularly effective for pupils who benefit from a more flexible, interest-led approach to learning. Builds motivation, curiosity, and a love of learning alongside key academic skill. 

Speech & Language Interventions at a Glance

Alongside our SEMH provision, our specialist Speech and Language practitioner delivers a rich programme of targeted interventions throughout the week. These programmes support children's language development, communication skills, and readiness for learning — from Nursery through to Year 6.

Language Development

Pre-Teach Vocabulary, Colourful Semantics, Blanks Level Questioning, HFW Intervention

Communication & Interaction

Lego Therapy — Stages 1, 2 & 3, Turn Taking, Attention Bucket

Sensory & Engagement

Sensory Stories, Sensory Circuit, FMS — Fundamental Movement Skills

Independence & Life Skills

Life Skills, Project-Based Learning, Editing Skills

Language Development Interventions

Building the Words to Think, Learn & Communicate

These programmes target the core building blocks of language — vocabulary, sentence structure, and reading — giving children the linguistic tools they need to access the curriculum and express themselves confidently.

Pre-Teach Vocabulary

Children are introduced to key curriculum vocabulary before it appears in class lessons. This gives pupils — particularly those with language delay or EAL needs — the confidence and prior knowledge to engage fully with their learning. Delivered in small groups across Reception and KS2.

Colourful Semantics

A structured, visual approach to developing sentence construction and understanding. Children use colour-coded cards to learn the roles of words in a sentence (Who, Doing, What, Where). Delivered in progressive stages from simple two-word combinations to complex sentences. Used widely from Nursery through to KS1.

Blanks Level Questioning

Based on the Blank's Levels of Language framework, this intervention develops children's ability to answer increasingly complex questions — from simple naming (Level 1) through to abstract reasoning (Level 5). Supports comprehension, inference, and higher-order thinking skills.

High Frequency Word (HFW) Intervention

Targeted sessions to support children in recognising and reading high frequency words fluently. Builds reading confidence and automaticity, enabling children to focus their cognitive effort on comprehension rather than decoding.

Lego Therapy — A Staged Approach

Building Communication Through Collaborative Play

Lego Therapy is an evidence-based intervention that uses structured Lego building activities to develop social communication, language, and collaborative skills. At OLSJ, it is delivered across three progressive stages, matched to each child's level of development.

Stage 1 — Parallel Play

Children work alongside each other independently, building their own models. This stage develops comfort in shared spaces, early awareness of others, and the foundations of cooperative play. Suitable for children at the earliest stages of social interaction.

Stage 2 — Structured Roles

Children work in pairs or small groups with defined roles: an Engineer (who reads the instructions), a Supplier (who finds the pieces), and a Builder (who constructs). This develops turn-taking, listening, following instructions, and collaborative communication.

Stage 3 — Independent

Children work together to design and build their own Lego creations without a set plan. This stage develops creative problem-solving, negotiation, shared decision-making, and more complex social communication skills.

Sensory Stories & FMS

Engaging the Body and Senses to Support Learning

These programmes use sensory experiences and physical movement to support children's engagement, regulation, and readiness to learn — particularly for pupils with sensory processing needs, physical development delays, or those who benefit from a more embodied approach to learning.

Sensory Stories

Sensory Stories are multi-sensory narratives where children experience a story through sight, sound, touch, taste, and smell. Each story is carefully designed to engage children who may have limited communication or sensory processing differences. Delivered in small groups across three progressive levels, from early sensory exploration through to more complex narrative engagement. Supports attention, communication, and emotional connection.

Fundamental Movement Skills (FMS)

A structured physical programme that develops the core movement skills children need to access learning and play — including balance, coordination, jumping, throwing, and catching. Particularly beneficial for children in Nursery and Reception who have not yet developed age-appropriate gross motor skills. Strong physical foundations support children's ability to sit, focus, and engage in the classroom.

Life Skills & Project-Based Learning

Preparing for Independence Beyond the Classroom

For pupils with more complex or long-term needs, developing practical life skills and the ability to apply learning in real-world contexts is a vital part of their education. These programmes build independence, confidence, and functional skills that will serve children throughout their lives.

Life Skills

A bespoke programme for pupils — particularly those with EHC Plans or more complex needs — that focuses on developing practical everyday skills. Sessions cover areas such as personal organisation, healthy eating, budgeting, travel awareness, and self-care. Pupils work on personalised targets that reflect their individual aspirations and next steps. Delivered individually or in small groups, with planning sessions to support pupil agency and ownership of their learning.

Project-Based Learning

An enriching approach that allows pupils to explore topics in depth through research, creativity, and real-world application. Projects such as Healthy Eating give pupils the opportunity to develop language, literacy, and thinking skills in a meaningful context. Particularly effective for pupils who benefit from a more flexible, interest-led approach to learning. Builds motivation, curiosity, and a love of learning alongside key academic skills.

Literacy Interventions at a Glance

Our specialist literacy practitioner delivers an intensive, structured programme of reading and phonics interventions every day of the week. These programmes ensure that pupils who are working below age-related expectations in reading and phonics receive the targeted, systematic support they need to catch up and keep up — from Year 1 through to Year 6.

Phonics — Systematic & Structured

• Direct Phonics
• Phase 2 Phonics
• Phase 3 Phonics
• Phase 4 Phonics

Reading

• Reading Skills Intervention
• Reading Boost
• Accelerated Reader Checks

EAL Literacy

• EAL Group Phonics
• Learning Village

Digital Enrichment

• KS2 Computer Club

Phonics Interventions — A Systematic Approach

Building the Foundations of Reading, Every Day

Phonics is the cornerstone of early reading. Our specialist practitioner delivers daily, structured phonics sessions to pupils who need additional support beyond classroom teaching — using a systematic, cumulative approach that meets each child exactly where they are.

Phase 2 Phonics

The starting point for early readers. Children learn to recognise and blend the initial set of phonemes (letter sounds), building the foundations for decoding simple words. Delivered daily in small groups for pupils in Year 1 who need consolidation of these early skills.

Phase 3 Phonics

Children extend their knowledge to more complex phonemes and digraphs (e.g. ch, sh, th, ai, ee). Sessions focus on blending and segmenting words with these sounds, building fluency and confidence in reading and spelling.

Phase 4 Phonics

Pupils consolidate their phonics knowledge and begin to read and spell words with adjacent consonants and longer words. This phase bridges early phonics learning with more complex reading demands. Delivered to pupils in Year 1 and Year 2 who need targeted consolidation.

Direct Phonics

An intensive, structured phonics programme for older pupils (Years 2–6) who have not yet secured phonics knowledge. Delivered daily — sometimes multiple sessions per day — to rapidly close gaps and build the decoding skills needed to access the wider curriculum. Carefully staged and individually tracked.

Reading Interventions

Unlocking Comprehension, Fluency & a Love of Reading

Once children can decode, the focus shifts to reading with fluency, understanding, and enjoyment. Our reading interventions target pupils who need additional support to develop comprehension skills, reading stamina, and confidence — delivered in small groups across KS2.

Reading Skills Intervention

A structured small-group programme targeting specific reading comprehension skills — including inference, retrieval, vocabulary in context, and understanding of text structure. Delivered to pupils in Years 3–6 who are reading below age-related expectations. Sessions are carefully sequenced and linked to texts that engage and challenge pupils.

Reading Boost

A targeted intervention for pupils in Years 3 and 4 who need support building reading fluency and confidence. Focuses on developing automaticity in word recognition, reading stamina, and the ability to read with expression and understanding. Pupils read a range of carefully levelled texts to build speed and enjoyment.

Accelerated Reader (AR) Checks

Regular one-to-one reading checks using the Accelerated Reader programme to monitor reading progress, ensure pupils are reading at the right level, and celebrate achievements. AR data informs groupings and next steps, ensuring every pupil is appropriately challenged and supported in their reading journey.

EAL Literacy Support & Learning Village

Accessing English, Accessing Learning

For pupils who are learning English as an Additional Language, literacy development requires a carefully tailored approach. Our EAL literacy sessions ensure that language acquisition and phonics learning go hand in hand — giving pupils the tools to access the full curriculum with confidence.

EAL Group Phonics

Targeted phonics sessions specifically designed for EAL pupils who are developing their English literacy skills. Sessions combine systematic phonics teaching with vocabulary development and oral language practice — ensuring pupils build both decoding skills and the language knowledge needed to make sense of what they read. Delivered to pupils across KS2 who are at early stages of English acquisition.

Learning Village

An engaging, digital language learning programme that supports EAL pupils in developing English vocabulary, grammar, and comprehension in a structured, interactive way. Learning Village provides a personalised learning pathway, allowing pupils to progress at their own pace through carefully sequenced language content. Used alongside direct teaching to accelerate English language development and build pupils' confidence in using English across all areas of school life.

All EAL literacy support is carefully assessed to distinguish between language acquisition needs and Special Educational Needs — ensuring every child receives the right provision.

Further Literacy & Language Interventions at a Glance

Our specialist Speech, Language and Communication practitioner delivers an additional layer of targeted support — focusing on the building blocks of spoken and written language. These programmes complement phonics and reading provision, addressing the deeper language skills that underpin all learning.

Early Language & Sound

• Phonological Awareness
• Speech Sounds
• SOS Phonics

Narrative & Vocabulary

• Narrative Intervention
• Core Vocabulary
• Pre-Teach Vocabulary
• Language Pre-Teach

Reading & Comprehension

• Paired Reading
• Blanks Level Questioning
• Editing Skills

Emotional Literacy & Wellbeing

• ELSA — Emotional Literacy Support Assistant
• ELSA Friendship

Early Language & Speech Sound Interventions

The Sounds Behind Every Word

Before children can read or spell, they need to hear and manipulate the sounds in language. These programmes target the earliest and most fundamental layers of language development — from sound awareness through to accurate speech production.

Phonological Awareness (PA)

Phonological awareness is the ability to hear, identify, and manipulate the sound structure of spoken language — including rhyme, syllables, and individual phonemes. This intervention supports children in Reception and KS1 who have not yet developed age-appropriate sound awareness skills. Strong phonological awareness is one of the most reliable predictors of reading success, making early intervention in this area particularly impactful.

Speech Sounds

Targeted one-to-one or small group sessions for children who have difficulties producing specific speech sounds accurately. A specialist practitioner works with the child to develop correct articulation through structured activities, modelling, and practice. Improving speech sound accuracy supports children's confidence in speaking, their ability to be understood, and their phonics and spelling development.

SOS Phonics

A specialist phonics programme for older pupils (KS2) who have persistent gaps in phonics knowledge, including irregular and complex spelling patterns. SOS Phonics uses a structured, multisensory approach to address specific areas of difficulty — such as past tense spelling — that have not been resolved through standard phonics teaching. Particularly effective for pupils with dyslexia or significant phonological processing difficulties.

Narrative & Vocabulary Interventions

Finding the Words to Tell Their Story

Language is more than individual words — it is the ability to organise thoughts, sequence ideas, and communicate meaning. These programmes develop children's vocabulary knowledge and their ability to use language purposefully and coherently, both in speech and in writing.

Narrative Intervention

Narrative is the ability to tell a story or recount events in a structured, coherent way. This intervention supports children who struggle to organise their ideas sequentially, use appropriate connectives, or include key story elements. Using visual supports and structured frameworks, pupils learn to plan, tell, and retell narratives with increasing complexity. Delivered across year groups from Year 1 to Year 4.

Core Vocabulary

Focuses on developing a child's understanding and use of the most essential, high-frequency words needed to access learning across the curriculum. Core vocabulary sessions use structured, repetitive activities to build deep word knowledge — including meaning, use in context, and connections to related words. Particularly beneficial for children with language delay or those who have a limited vocabulary base.

Language Pre-Teach

Pupils are introduced to key vocabulary and language structures before they encounter them in class lessons. This proactive approach ensures that children with language needs are not disadvantaged by unfamiliar words or concepts — giving them the language tools to participate fully and confidently in classroom learning. Delivered to pupils across Reception, KS1, and KS2.

Paired Reading & Editing Skills

Reading Together, Writing with Confidence

These interventions develop children's reading fluency and written accuracy through structured, supportive practice — building the skills and confidence needed to engage independently with texts and their own writing.

Paired Reading

A structured reading approach where a child reads aloud alongside a supportive adult, building fluency, expression, and comprehension. The adult provides immediate, gentle support when the child encounters difficulty — modelling correct reading and celebrating progress. Paired Reading is used across year groups for pupils who need to build reading confidence and stamina, and is particularly effective for children who are reluctant readers or who have experienced reading as a source of anxiety.

Editing Skills

Targeted sessions that develop a child's ability to review, improve, and correct their own written work. Pupils learn to identify errors in grammar, punctuation, and spelling, and to make purposeful improvements to their writing. Editing skills are particularly important for pupils who produce strong ideas verbally but struggle to transfer them accurately to the page — including those with dyslexia or language processing difficulties.

ELSA — Emotional Literacy Support

Helping Children Understand and Express Their Feelings

ELSA (Emotional Literacy Support Assistant) is a nationally recognised programme developed by Educational Psychologists. At OLSJ, our trained ELSA practitioner provides a safe, nurturing space for children to develop their emotional literacy — the ability to recognise, understand, and manage their own emotions and empathise with others.

What is ELSA?

ELSA sessions are delivered one-to-one or in small groups by a specially trained member of staff. Sessions are child-led, warm, and non-judgmental — using a range of creative and play-based activities to help children explore their feelings and develop emotional coping strategies.

ELSA Friendship

A targeted ELSA programme focusing specifically on friendship skills — helping children who struggle with peer relationships to understand social dynamics, develop empathy, and build positive connections with others. Particularly beneficial for children who feel isolated, have experienced friendship difficulties, or need support navigating social situations.

What ELSA Supports

ELSA can support a wide range of needs including: anxiety and worry, loss and bereavement, friendship difficulties, low self-esteem, anger management, and social skills. Sessions are tailored to the individual child's needs and linked to their SEN Support Plan where appropriate.

The ELSA Difference

ELSA is not a replacement for specialist therapeutic support, but it provides a consistent, trusted relationship and a regular space for children to feel heard. Research shows that children who receive ELSA support show improvements in emotional wellbeing, behaviour, and readiness to learn.

Bridging Communication: Speech & Language Support

A Voice for Every Learner

Clear communication underpins all learning. The school buys into Speech and Language Therapy (SALT) to support pupils with communication and language difficulties — ensuring consistent support across school and home settings.

• Access to qualified Speech and Language Therapists (SALT)
• Assessments, therapy sessions, and staff training
• In-class strategies to support understanding and expression
• Individual and small group targeted interventions
• Joined-up working with parents, carers, and the Phoenix Outreach Service