Wheelchair access throughout.

Disabled toilets.   

Special Educational Needs and Disabilities Policy  

Children with Medical Needs Policy 

Equality, Equity & Diversity Policy  

Intimate Care Policy 

Management of Sickness absences Policy 

Positive Behaviour Policy  

Attendance Policy 

Anti-Bullying Policy  

Code of Conduct Policy

Click here access details about the Cambridgeshire County Council SEND Local Offer.

Personalised provision for pupils with Special Educational Needs or Disabilities

Quality first teaching, including well differentiated work to match the needs of ALL learners; accurate assessment and effective feedback.

Termly achievement tracking and pupil targets ensures high expectations for all, identifies those in need of targeted support and ensures resources are effectively deployed.

Termly achievement tracking and pupil targets ensures high expectations for all, identifies those in need of targeted support and ensures resources are effectively deployed.

Involvement & inclusion of learners, through engaging learning contexts; explicit learning about learning; encouragement of pupil voice. Every effort will be made for ALL learners to take part in the activities of the school together.

In-class support, given by teacher or teaching assistant during specific lessons.

Intervention groups,

led by the class teacher or trained teaching assistant, with the aim of making accelerated progress over a set amount of time. Usually focused on reading, writing or maths.

Sensory circuits with trained TAs, SENDCo or a Higher Level Teaching Assistant.

Lego therapy clubs

To encourage turn taking, dexterity, giving and following instructions.

Social skills groups

Led by teaching assistants or SENDCo to help children know how to cope in different situations.

Speech therapy groups

Initial input by a trained speech and language therapist (SALT), follow up sessions for individuals or in small school groups. SALT advice for parents.

SENCO

Laura McAuley is our Special Educational Needs and Disabilities Co-ordinator (SENDCo). She has weekly release time for monitoring, liaison and administration of SEND provision. We also have the opportunity to take small groups into ‘The Snug’ for extra sessions to support pupils with social communication skills; emotional health and wellbeing.

Liaison with specialist agencies

eg, speech & lang., educational psychologist (EP), occupational health, physiotherapist, family support worker, counsellor. 

Additional involvement of parents / carers, in identifying, meeting and reviewing the needs of their child(ren).

Education, Health & Care Plans (EHCPs) in line with the SEND Code of Practice: 0 – 25 years January 2015 and Equalities act 2010, ensure that, “we will make reasonable adjustments for disabled children to help alleviate any substantial disadvantage they experience because of their disability, and will not discriminate against or harass them.” An EHC Plan is created in consultation with the pupil, parents and professionals. It details the specific strategies, support, resources and targets in place for the child and is reviewed annually.

Graduated approach for identifying and addressing an individual’s needs

Assess

Plan

Do

Review

• Is the child unable to access the same opportunities as others?
• Is the child not making good progress in their learning and development? 
• If quality first teaching is unable to address issues above, move to Plan stage.   

• SENDCO support / management;
• Consult pupil and parents/carers;
• Identify further advice, intervention and/or training.

• Targeted support / intervention from school staff;
• Specialist support from other agencies
•  Additional resourcing;
•  Set achievable, measurable targets
• Baseline assessment in order to measure progress

• Re-assess progress and development at regular intervals;
• Discuss progress made and ongoing strategy with pupil, parents / carers and involved professionals.
• Continue plan, do , review cycle until good progress is achieved.

Interventions regularly used

Reading & Writing: Precision teaching of reading; Little Wandle phonics catch up intervention groups; Switch on.

Maths: 1^st Class @ Number, Success@arithmetic

Other: Sensory circuits; Speech therapy; Lego Therapy; Social skills; 'Time to talk', Socially speaking, Incredible 5 point scale, Book of Beasties club, Drawing and Talking. 

This is not an exhaustive list, but gives examples of interventions most commonly used and in which staff are trained. In consultation with other agencies we will always seek the most effective interventions for the individual in question. Individual children’s progress during interventions is closely monitored.

Parent / carer engagement

We welcome parental involvement, especially in planning for and meeting the needs of children with SEND. Parents & carers are often asked to attend meetings with outside agencies. Teachers, SENDCO and/or senior leaders are happy to meet with families regularly and when necessary to review and improve individual provision. Any concerns or complaints should be communicated to the Headteacher as soon as possible.

Contact details

SENDCO: Laura McAuley

Headteacher: Anna Norden  

Contact via the school office:   01954 273312   office@swavesey.cambs.sch.uk

sendco@swavesey.cambs.sch.uk

Date

09.09.24