SEND Provision at Pyrcroft Grange
All children will receive at least good teaching in every lesson in every class with differentiated learning carefully planned to enable all children to reach their potential, closely monitored through regular assessment.
Parents/Carers or class teachers can identify a child at any time who is not making expected progress, and, through discussions between parents/carers and the school, a child will be supported initially through one or more of a number of intervention strategies which are short-term, achievable, time bonded, targeted and assessed. These include:
|
Phonological Awareness |
@1:3 3 x 15 minutes per week. Focusing on pre-writing aspects of literacy; rhyme, beginning and ending sounds (phonemes), syllables, words and sentences |
|
Language for Thinking |
@ 1:2 2 x 15 minutes per week. Focusing on children needing support with verbal language skills, speaking in sentences, answering simple What? And Who? Questions, and working towards more complex How? and Why? questions through simple pictures and story-telling |
|
Social Skills |
@1:4, times as appropriate for individuals or groups. Support for children to cope with sharing, empathy, anger management, compromise, etc |
|
Drawing and Talking/ Play Therapy |
@ 1:1, 1 session per week led by specially trained staff and external Play Therapist (on final year placement). These are gentle, non-intrusive methods of working with children who need a little extra support for their emotional and learning needs |
|
Year 6 Booster Sessions |
In core Maths and English as appropriate, administered by Year 6 team |
Children who have not made expected progress after accessing a proven intervention will move to the Pathway Plan. Children and Parents will be involved at every stage. Teaching staff and the SENCo may feel that a child needs assessment by an external agency, for example:
| Salt: | Speech and Language Therapy |
|---|---|
| LLD: | Learning and Language Support |
| BS: | Behaviour Support |
| OT: | Occupational Therapy |
| Physio: | Physiotherapy |
| EP: | Educational Psychologist |
After assessment and strategy/target setting between the school and parents/carers, an IEP (Individual Educational Profile) and Provision Map will be written for the child, showing the targets that have been agreed for that term, how they will be achieved and who will help them. Each IEP is monitored by the class teacher and SENCo.
If targeted support meets the child’s needs and the child makes accelerated progress, staff will support the child’s return to full mainstream lessons.
If staff and parents/carers find that progress is minimal despite good attendance, targeted interventions and specialist support, the child will continue on the Pathway Process and the family and school will gather the evidence needed to apply for an Education, Health and Care Plan (EHCP).
