Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Cockton Hill Infants’ School we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special education needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Special Educational Needs and Disabilities (SEND)
Monitoring Progress of Children with SEND
At Cockton Hill Infants’ School each class teacher is responsible for all children in their class, including those with SEND. They work alongside the Special Educational Needs Co-ordinator (SENCo) to plan for the needs of children with SEND and also work closely with the parents/ SEND children are observed closely and their achievements are celebrated and information is recorded on Individual Education Plans (IEPs). This information is then used to tailor the curriculum to meet the interests of each child using methods of delivery that are appropriate to their need. If there is ever evidence that this is not occurring, the SENCo will initiate training to challenge staff and enable them to provide a curriculum that ensures equality and diversity for all.
Teaching Styles
At Cockton Hill Infants’ School we have 7 full time equivalent (FTE) teachers and 7 FTE teaching assistants who work with all children including those with SEND. They have a wealth of experience and have supported children with a wide range of needs. Their training includes Speech and Language training and PECS communication. The SENCo continuously reviews the qualification needs of all staff to ensure they match the needs of the children we have in school and additional training is arranged if required. This ensures that teaching styles and methods are appropriate and up to date, enabling SEND children maximum access to the curriculum.
In addition, all school staff receive specialist support and training where there is a need e.g. strategies to use when supporting a child with a vision impairment. As a school we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so all children reach their full potential.
Children with SEND are supported in a number of ways; through one to one support, group activities or whole class work. The teacher of each class will ensure that everyday activities within the curriculum can be adapted to ensure all children are fully involved at the correct level.
What additional provision and curriculum do we offer?
Every child with SEND is unique, therefore the provision offered is based on each child’s individual needs. Our school strives to deliver high quality provision under our ethos of care, support and guidance for both the child and their family. Our school staff are committed to inclusion for all children.
Some examples of additional provision we offer may include:
- Individual work following recommended programmes to address specific needs, for example speech and language difficulties.
- Small groups focus activities to address shared difficulties eg. number difficulties.
- Support within class from highly trained teaching assistants so that the children can access the work or so it is differentiated further for them.
- Additional resources that will help them to access the curriculum or school life better, for example communication aids recommended by other agencies.
- Through assessments undertaken by the SENCo or other agencies in order to help identify specific areas of need that can then be addressed.
In addition, all school staff receive specialist support and training where there is a need e.g. strategies to use when supporting a child with a vision impairment. As a school we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so all children reach their full potential.
The care, guidance and support in our school is excellent and we pride ourselves in knowing every child’s abilities and needs.
Our well trained staff are up-to-date with many aspects of well-being, some having very specialised skills which can support children with complex needs or in vulnerable circumstances.
The school works closely with ‘First Contact’ service and the Education Welfare Officer.
Many staff have First Aid training. Staff are also training in delivering medicines in school.
For those children who have English as an additional language we will consult with the English as an additional language service and provide any additional support that they advise in school.
Once provision for any children with extra needs is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.
Monitoring and Tracking of children with SEND is through the same methods as identification. Assessment is ongoing, although more formal once each term. Identified needs are evaluated and discussed in light of assessment results and through staff discussion. The school evaluates the effectiveness of provision for pupils with SEND by having termly pupil progress meetings, keeping up to date records of assessment and monitoring any interventions and the impact these have.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.