Cheslyn Hay Primary School support children with SEND, without an ECH plan, by following the graduated approach four-part cycle.
Assess. This is the first stage of the graduated approach. The class teacher will focus on high quality teaching and differentiated work according to your child’s ability within the classroom setting, paying attention to classroom organisation, teaching materials and learning style. Pupil Progress meetings are held termly where the progress of your child is discussed and evaluated.
Plan. When a pupil is still not making progress equal to that of their peers, the class teacher should consult with the SENDCo. Once the need for SEND support has been identified, the first step in responding to a child’s identified needs is to ensure that high-quality teaching, differentiated for individual children, is in place. Targeted provision is provision that is additional to or different from that made for the majority of children in school. Your child will be given a Passport for Learning and appropriate, and challenging, targets will be set based on your child’s area of need.
Do. This is where the Passport for Learning is implemented by your child’s class teacher. All teaching assistants and support staff who work with the pupil are made aware of the Passport for Learning. The class teacher is responsible for planning, supporting and measuring the impact of the interventions that have been put in place to support the pupil. The SENDCo supports the class teacher in the effective implementation of the provision.
Review. Your child’s progress is reviewed termly; this includes the pupil, parents/carers, class teacher and SENDCo. At the review, there are three possible outcomes:
• Your child may have made sufficient progress and no longer needs targeted interventions and support to help them maintain their academic progress.
• Your child may need to have opportunities to continue with existing or further interventions to support their needs.
• Outside advice and guidance may be required if your child continues not to make progress in line with their peers after two cycles of the Assess, Plan , Do, Review process.
Support for your child with SEND may include:
• Support in targeted groups,
• Support on an individual basis,
• Support as part of their whole class.
• Additional resources/teaching styles for some your child to enable them to learn more effectivly.
• Staff being available on request to discuss individual pupil progress and the SENDCo acting as a support to review and personalise learning opportunities when required.
• Staff are available to discuss what the progress to date looks like for your child and will identify areas of strength and development.
• Individual learning programmes (Passport for Learning) being put in place for any pupil requiring additional support. These are developed with the class teacher and parent/carer.
Personalised invervention programmes may include:
• Talkabout
• Turnabout
• Plus One
• Power of Two
• Rapid Reading
• Inference Training
• One Minute Reading
• Precision Teaching
The school works with a variety of different professionals to ensure that your child is offered the opportunity to reach their full potential. These agencies include:
• The Educational Psychology Service
• Entrust SENIS Learning Support
• Entrust SENIS Behaviour Support
• Autism Outreach Team
• School Nurse Service
• Speech and Langauage Therapy Service
• Social Care
• Family Support Team
• Education Welfare Team
• Occupational therapists
• Physiotherapists
• CAMHS
• Children and Young Person’s Autism Service
For children who have an EHC plan, the school puts the relevant support and interventions in place that are identified in the EHC plan, so your child has the means to maximise their progress towards their personalised targets. Along with termly Passport for Learning reviews, an annual review will also be held with parents/carers, and all relevant professionals involved, to discuss and suggest amendments to your child’s EHC plan targets and provision.