Learning support and SEND
Cherry Lane Primary School is dedicated to creating an inclusive and supportive environment for all students. We aim to include all pupils in all aspects of school life, whilst also taking into consideration the individual’s needs.
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.
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AREA OF NEED
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CONDITION
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HOW WE SUPPORT THESE PUPILS
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Communication and interaction
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Autism spectrum disorder (ASD
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Visual timetables
Social stories
Attention Hillingdon
Tac Pac
Talk about Social Skills programme
Zones of Regulation
Lego Therapy
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Speech and language difficulties
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Speech and Language Therapy Infant and Junior Language Link Speech Link
Speech link
Little Link (nursery)
Colourful Semantics
Private SALT
Referral to SALT NHS
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Cognition and learning
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Specific learning difficulties, including dyslexia, dyspraxia and dyscalculia
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Dyspraxia: Writing slope, OT School Programme
Dyslexia: Nessy Read and Spell, c-pen readers, Phonics Booster, Precision Teaching (Reading and Spelling), 5-minute box
Dyscalculia: 5-minute Number Box, Dynamo maths.
1:1 daily reading
Literacy and maths in class support
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Moderate Learning Difficulties
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Nessy Read and Spell
Precision Teaching (Spelling and Reading)
Phonics Booster
5-minute Literacy Box
Dynamo maths
Intervention groups run by intervention teachers
1:1 daily reading
Literacy and maths in class support
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Social, emotional and mental health
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ADHD
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Quiet workstation
Fidget toys
Occupational Therapy cushions Movement breaks
Sensory Circuits
Task Management boards
Chunking of learning
timers
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Adverse childhood experiences and/or mental health issues
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Learning mentor support
Use of butterfly room
Daily check ins
Social groups
ELSA sessions
Family work (Alice Carroll)
Nurture groups
EMHP referrals
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Sensory and/or physical
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Hearing impairment
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Termly support from LA Hearing Impairment Team
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Visual impairment
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Limiting visual distractions, positioning at front of classroom, large print texts, Open readers, magnifiers.
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Multi-sensory impairment
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All of the above (if relevant) as well as extra support from a TA
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Physical impairment
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Physio and Occupational Therapy (OT) school programme – extra support and adaptions to PE lessons. Walking frames, OT chairs and cutlery as recommended by the OT/PT team.
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These interventions are part of our contribution to Hillingdon’s local offer.
Provision to facilitate/support access to the curriculum/independent learning
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Small group support in class from teacher or LSA
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Extensive use of visual support
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Provision of sand timers where appropriate
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Scaffolding e.g. writing frames, story maps
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Facilitating access to learning through the appropriate adaption/scaffolding of tasks and activities
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Provision of individual/visual timetables and checklists
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Individual targets
Planning and assessment
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Class provision maps
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Individual targets
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Differentiated/Scaffolded learning activities
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Multi-sensory opportunities
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Incorporation into planning of any advice or guidance provided by external professionals supporting individual pupils
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Coordinated planning between class teacher and teaching assistant for pupils of SEN
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Regular assessment of progress and achievement against national expectations and individual targets.
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Teachers will use simplified language and/or pictures to support them to understand new vocabulary.
Liaison/communication with Professionals/Parents
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Opportunities to meet the teacher at the start of the academic year
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Open door policy for parents to meet class teacher or senior management
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Regular progress meetings with parents/carers by class teacher and SENCO
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Support for parents who have concerns
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Individual Development Plans discussed with parents throughout the year.