The Hubs- Our Inclusion Provision

Our Inclusive Hub Provision

At Norbury Manor Primary School, we are committed to ensuring that every pupil is able to achieve, participate and belong.

Our Hubs form part of our graduated SEND and inclusion provision. They provide targeted, highly personalised teaching for pupils who require additional support to access aspects of the curriculum successfully.

The provision is planned around the needs of the pupils and the needs of the class. It is not a fixed programme that every pupil follows in the same way.

Some pupils may access the Hub for English only, some for Mathematics only, and others may access the Hub for both English and Mathematics. The amount and type of support provided is determined by individual need and is reviewed regularly.

The Hubs operate during the morning English and Mathematics sessions only. Pupils return to their mainstream classes for the afternoon curriculum and take part in assemblies, enrichment activities, trips, events and all other aspects of wider school life alongside their peers.

This supports our commitment to inclusive mainstream education while ensuring pupils receive the additional targeted teaching they need.

The Aim of the Hubs

The Hubs support pupils who have significant barriers to learning and require a greater level of adaptation and personalisation than can always be provided within a whole-class lesson.

Pupils accessing the Hubs may have needs relating to:

• communication and interaction;
• cognition and learning;
• speech, language and communication;
• literacy;
• mathematical understanding;
• attention and processing;
• sensory or regulation needs; and
• independence and engagement with learning.

The aim of the Hubs is to provide a supportive and structured learning environment in which pupils can develop the knowledge and skills they need to make progress from their individual starting points.

Teaching focuses particularly on communication and language, reading, writing and mathematics.

Learning remains ambitious, but teaching is carefully broken down and adapted so pupils can develop secure understanding, confidence and independence.

How the Hubs Work

Hub provision is planned around the individual pupils within each group.

Hub groups are organised by phase, with separate provision for Years 1 and 2, Years 3 and 4, and Years 5 and 6. Within each phase group, teaching is carefully planned and adapted around the individual needs, starting points and learning priorities of the pupils.

A pupil's timetable may therefore look different from another pupil's. Some pupils may access the Hub for English only, some for Mathematics only, and others may access the Hub for both English and Mathematics.

The intention is to provide the right support at the right time, while keeping pupils closely connected to the learning and expectations of their phase and mainstream class.

They also participate fully in:

• assemblies;
• school trips and visits;
• enrichment opportunities;
• performances and celebrations;
• sporting activities;
• school events; and
• wider school life.

Pupils accessing the Hub remain an important part of their class and year-group community.

Teaching and Learning in the Hubs

Teaching within the Hubs is explicit, structured, adaptive and responsive to need.

Planning is based on assessment information, classroom learning, individual targets and the needs of the pupils within each group.

Staff consider both what individual pupils need and how Hub teaching can support their successful participation within their mainstream class.

Approaches may include:

• breaking learning and instructions into smaller, manageable steps;
• using clear and simplified language;
• repeating or rephrasing instructions;
• giving pupils additional processing and response time;
• pre-teaching key vocabulary;
• revisiting vocabulary regularly;
• modelling and oral rehearsal;
• using visual prompts and visual timetables;
• using pictures, symbols, objects and demonstrations;
• using sentence stems and structured writing frames;
• providing word banks and key vocabulary;
• practical and multisensory learning;
• repetition and opportunities for overlearning;
• carefully scaffolded questioning;
• opportunities to practise skills in different contexts; and
• strategies to support independence and self-advocacy.

Pupils are encouraged to recognise when they need help and to develop appropriate ways of asking for clarification or support.

The overall aim is to gradually increase pupils' understanding, confidence and independence.

English

English teaching within the Hub is planned around the communication, language, reading and writing needs of the pupils.

Pupils may require additional support with:

• understanding spoken language;
• developing vocabulary;
• constructing sentences;
• expressing ideas;
• speaking and listening;
• reading;
• comprehension; and
• writing.

Teaching may include:

• pre-teaching vocabulary;
• oral rehearsal;
• Colourful Semantics;
• first-hand experiences;
• visual narratives;
• repetitive language structures;
• sentence stems;
• modelled writing;
• shared writing; and
• carefully structured independent work.

Reading

Reading is a key priority within the Hubs.

Pupils who are still developing their early reading skills follow the appropriate Read Write Inc. (RWI) programme.

Teaching is matched carefully to each pupil's stage of reading development and may include additional repetition, modelling and opportunities to practise and consolidate phonics skills.

Once pupils have progressed beyond the RWI programme, their reading provision moves towards developing fluency, vocabulary and comprehension.

Pupils may then work with appropriately selected comprehension texts and activities that develop their ability to:

• retrieve information;
• understand vocabulary in context;
• make connections;
• explain ideas;
• make simple inferences;
• discuss texts; and
• demonstrate understanding of what they have read.

The reading approach is therefore determined by each pupil's current stage of development rather than by age alone.

Writing

Writing teaching is carefully structured and builds on pupils' communication and language development.

Pupils may use:

• oral rehearsal before writing;
• Colourful Semantics;
• sentence stems;
• visual prompts;
• word banks;
• modelled sentences;
• shared writing;
• planning frameworks; and
• structured opportunities for independent writing.

Teaching focuses on helping pupils move from supported communication and sentence construction towards increasingly independent writing.

Mathematics

Mathematics teaching within the Hubs is planned according to pupils' mathematical understanding and identified gaps.

Teaching focuses on developing secure understanding rather than simply completing age-related tasks.

Pupils are supported through:

• practical resources;
• concrete apparatus;
• visual representations;
• mathematical language;
• carefully sequenced small steps;
• modelling;
• repetition;
• opportunities to revisit previous learning; and
• frequent opportunities to apply mathematical understanding.

Numicon and other practical resources may be used where these help pupils understand number relationships and mathematical concepts.

Where appropriate, pupils also explore elements of Mastering Number to help develop secure number sense, fluency and confidence with important mathematical relationships.

Communication and Language

Communication and language development is embedded throughout Hub provision rather than being treated as a separate subject.

Pupils may need additional opportunities to:

• listen and process information;
• understand vocabulary;
• follow instructions;
• construct sentences;
• explain their thinking;
• ask questions;
• express needs and feelings;
• take part in conversations; and
• communicate successfully with adults and peers.

Visual supports, Colourful Semantics, modelling, repetition and structured opportunities for speaking are used where appropriate.

Staff also give pupils additional thinking and processing time so that they have the opportunity to formulate their responses.

Personal Development, Regulation and Independence

For some pupils, successful learning also depends on support with regulation, attention, communication or independence.

Where appropriate, staff may use strategies such as:

• visual routines;
• now-and-next boards;
• sensory strategies;
• Zones of Regulation approaches;
• movement breaks;
• structured choices;
• supported transitions;
• predictable routines; and
• strategies for asking for help.

The aim is not to create dependence on adult support.

Instead, pupils are taught strategies that can help them become increasingly confident and independent learners.

Working Together

Pupils accessing the Hub remain members of their mainstream class.

Class teachers retain responsibility for the progress and development of the pupils in their class, including pupils who receive additional support through the Hub.

Hub staff, class teachers, the SENCO and senior leaders therefore work closely together.

This includes sharing information about:

• learning and progress;
• assessment;
• individual targets;
• classroom learning;
• strategies that are working well;
• interventions;
• wellbeing;
• communication;
• next steps; and
• opportunities for pupils to apply Hub learning within the classroom.

This joint approach helps ensure that support is consistent and that pupils can transfer the skills they develop within the Hub into their mainstream learning.

Working with Parents and Carers

Parents and carers are important partners in supporting pupils who access Hub provision.

Information about progress, provision and next steps may be shared through:

• parent consultations;
• SEND review meetings;
• EHCP annual reviews, where applicable;
• meetings with the SENCO;
• discussions with class teachers; and
• other meetings where appropriate.

We also value pupils' own views.

Where appropriate, pupils are encouraged to talk about what helps them learn, what they find difficult and the strategies that support them best.

Reviewing Hub Provision

Hub provision is not static.

The support a pupil receives is regularly reviewed according to their progress and changing needs.

Staff consider:

What does the pupil already know and understand?

What are the main barriers to their learning?

What is the most important next step?

What teaching or intervention will help them achieve it?

Is the support having the intended impact?

Can the pupil now apply this learning more independently within their mainstream class?

As pupils develop greater confidence and independence, their Hub provision may be adjusted.

This could mean increasing time within mainstream English or Mathematics, changing the focus of their Hub programme, or reducing Hub support when it is no longer required.

The overall goal is always to provide the right level of support while enabling pupils to participate as fully and independently as possible within their mainstream class and the wider life of Norbury Manor Primary School.