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Primary School

Communication and Interaction Needs

Communication and Interaction Needs


  • Autistic Spectrum Disorders (ASD)
  • Speech, Language and Communication Needs (SLCN)


Type of support/provision made at Farne Primary School:


  • The Universally Available Guidance  Provision for Early Years; 

    Universally Available Provision to Supporting children and young people who have additional needs in mainstream schools and SEND Level Descriptors are used by staff in supporting the needs of all pupils with their additional needs.

  • A differentiated curriculum and resources including sensory equipment or access to a calm area.
  • Resources to reduce anxiety and promote emotional wellbeing as well as stimulating different senses e.g fiddle toy, visual soothers or active learning breaks.
  • Visual timetables to support children to understand what will happen and when
  • 'Now and Next' boards, choice boards  
  • Makaton is used to support language within Early Years.
  • Individual work stations/arears of low distractions/access to ear defenders
  • Support/supervision provided for children during times they feel most anxious or stressed (breaks or lunch times).
  • Small group targeted intervention programmes to pupils to improve skills in a variety of areas.
  • Resources to support pupils with speech and language difficulties eg, word banks, visual prompts, word webs etc.
  • Social skills programme/support including strategies to enhance self-esteem e.g. social stories.
  • Small group or one-to-one support for developing pupil’s speech, language and communication following programmes of work provided by outside specialists such as speech and language therapists.
  • Resources to reduce anxiety and promote emotional well-being as well as stimulating different senses, within each Key stage pupils have access to a fidget bag and a designated space is now equipped with sensory equipment.
  • Use of individualised reward systems to promote learning and enhance self-esteem.
  • IT is used to reduce barriers to learning where possible.
  • Staff work with specialists from outside of school to support the children overcome barriers.


Updated September 2023