Pupils' needs are met using varying levels of support and intervention, which support access to the new National Curriculum.  

The Graduated Response

Universal support is the foundational first level of the "graduated approach" to education, designed to meet the majority of pupils' needs.

Where a child is identified as having Special Educational Needs, we take action to remove barriers to the child's learning and put effective special educational provision in place. This is called SEN support. Support should take the form of a four-part cycle involving the parent and carers and the child. By taking this approach earlier decisions and actions are revisited, refined and revised with a growing understanding of the child's needs and of what support will help to secure good progress and good outcomes for them. This approach is known as the Graduated Response.

St Oswald's CE Primary School implement universal support through various daily practices: 

• Communication Aids: Use of visual timetables on boards, clear and simple instructions, and "now and next" prompts.
• Differentiated Learning: Breaking tasks into smaller, manageable steps (chunking) and providing work in different formats (e.g., using pictures or practical activities).
• Physical Adjustments: Flexible seating arrangements, movement breaks, and accessible classroom equipment.
• Emotional Wellbeing: Whole-school mental health approaches, such as Mentally Healthy Schools resources, and clear reward systems.
• Resource Access: Providing tools like headphones, word banks, multiplication grids, or writing slopes to any student who might find them helpful

If universal support is not sufficient for a child's progress, we offer further intervention through:

• Targeted Support: Additional, focused time-limited interventions for specific groups or individuals, such as small group reading catch-up.
• Specialist Support: Intensive, individualised support involving external professionals like educational psychologists or speech therapists.