Learning support and SEND

    Cherry Lane Primary School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school.

    From time to time some children require additional support for a set period of time to help meet their needs or improve their learning. The decision to do this is made by the school and is based on a variety of factors including academic progress, and/or assessments carried out by teaching staff or other professionals.  It may also be based on ensuring children have a smooth transition into school or require support when going through significant change either at home or school.  Parents/carers will be informed when this happens.

    Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support

    Children who require support in terms of their acquisition of English are not considered SEND pupils but as they may require additional support their needs are reflected in our local offer.

    Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.


    Social Skills programmes/support including strategies to enhance self esteem

    Circle Time   Family Work (Alice Carroll)
    Seasons for Growth Social Groups with Learning Mentor Play Therapy
    Pyramid Club   Couselling Service for years 4 to 6  (Link –Ed)

    Access to a supportive environment – Mentoring Activities

    • Learning Mentor withdrawn and in class

    Strategies/programmes to support speech and languaguage

    Aseessment by and intervention from a speech and language therapist on referral.                       
    Language Link (understanding and use of language) to include EAL                                                                 
    Additional support and     interventions within class                  Attention Hillingdon 1:1 EAL Support
    Implementation of Talking partners by trained Teaching Assistants Spirals Little Bridge
    SULP (Social Use of Language Programme) Nurture Groups  

    Access to strategies/programmes to support Occupational Therapy/Physiotherapy 

    • Assessment by and intervention from an occupational therapist on referral.
    • Implementation of recommendations by occupational therapist or physiotherapist by an allocated member of staff.
    • Provision of support resources such as writing wedges and pencil grips

    Strategies to reduce anxiety/promote emotional wellbeing

    • Educational psychologist works closely with referred children and their parents.
    • Play Therapy
    • Pyramid Club

    Strategies to support/develop numeracy

    Targeted small group support in class Rapid Maths Maths Language Development group
    Use of support resources such as Numicon and RM Maths Small group Maths Support (Mrs Perez) Booster Maths groups
    1:1 Tuition Provision of table top resources to ensure that learning is multi-sensory and practical  

    Strategies to support/develop literacy 

    Small group literacy support from L.S.A                                           Word Shark                                                  Phonics Catch-up (extra sessions)
    In class support with SN teacher 5 Minute box 1 Differentiated and multi-sensory activities
    Literacy Target Group with SN teacher 5 Minute box 2 Handwriting development programme implemented through KS1
    1:1 Tuition Words and Pictures Provision of table top packs, containing high frequency word mats and phonics sound mats.

    Strategies to support/develop literacy 

    Paired reading with year 6
    Toe by Toe              
    FFT (Fischer Family Trust)
    Small group reading support in class through guided reading and individual reading
    Peer reading programme
    1:1 extra reading with L.S.A                        
    1:1 Reading intervention 
    Guided reading group with SN Teacher

    Strategies to support modification of behaviour

    Consistent school wide implementation of the school’s behaviour policy                                                                                                                                                                                                                                                                                                             SEN registration of those pupils whose behaviour difficulties are persistent and constitute a barrier to learning. Provision will include close collaboration with parents/carers, home/school book to ensure daily communication between home and school, daily behaviour oversight by school staff
    Wide range of pastoral support to support children’s behaviour in and beyond the classroom including Pupil Parent Support Worker. Where a pupil’s behaviour deteriorates because of inadequate response to the above provision a referral will be made to one or more of the following agencies: The EP, Behaviour Support Team., Play Therapist and Family Support Worker. 


    Provision to facilitate/support access to the curriculum/independent learning

    Small group support in class from teacher or TA                                                    
    Facilitating access to learning through the appropriate differentiation of tasks and activities
    Extensive use of visual support
    Provision of individual/visual timetables and checklists
    Provision of sand timers where appropriate
    Individual targets
    Scaffolding e.g. writing frames, story maps


    Support/supervision at unstructured times of the day including personal care

    Trained midday meals supervisor in the lunch hall and playgrounds     Midday meals supervisors initiating and supporting activities during lunchtime
    Responsible People (Year 6s) helping in playground  

    Planning and assessment

    Class provision maps Incorporation into planning of any advice or guidance provided by external professionals supporting individual pupils
    Individual targets Coordinated planning between class teacher and teaching assistant for pupils of SEN
    Differentiated learning activities Regular assessment of progress and achievement against national expectations and individual targets.
    Multi-sensory opportunities                                                                                                                              Teachers will use simplified language and/or pictures to support them to understand new vocabulary.

    Liaison/communication with Professionals/Parents

    Opportunities to meet the teacher at the start of the academic year Support for parents who have concerns
    Open door policy for parents to meet class teacher or senior management Individual Development Plans sent home twice a year.
    Regular progress meetings with parents/carers by class teacher and SENCO                                                                                                                                      

    Access to medical interventions:

    Regular meetings between SENCO and school nurse Liaison with medical professionals for children with ongoing treatment
    Wide range of support staff and midday meals supervisors trained in First Aid Display in staffroom with photographs of child and detailing the child’s condition and required medication displayed, classrooms, first aid area, school office and school kitchen.
    Staff training in the administration of support and/ or medication for Anaphylaxis and Epipen use.                                                                                                      Individual protocols for children with significant medical needs

    Access to mental health services e.g in-school counsellors

    • Counsellors
    • Family Support Worker
    • Play Therapy
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