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
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Circle Time |
Pyramid Club |
Family Work (Alice Carroll) |
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Seasons for Growth |
Social Groups with Learning Mentor |
Couselling Service for years 4 to 6 (Link –Ed) |
Access to a supportive environment – Mentoring Activities
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Learning Mentor withdrawn and in class
Strategies/programmes to support speech and languaguage
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Aseessment by and intervention from a speech and language therapist on referral.
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PALS
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Language Link (understanding and use of language) to include EAL
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Additional support and interventions within class |
Attention Hillingdon |
Learning Village |
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Implementation of Talking partners by trained Teaching Assistants |
Nurture Groups |
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Access to strategies/programmes to support Occupational Therapy/Physiotherapy
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Assessment by and intervention from an occupational therapist on referral.
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Implementation of recommendations by occupational therapist or physiotherapist by an allocated member of staff.
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Provision of support resources such as writing wedges and pencil grips
Strategies to reduce anxiety/promote emotional wellbeing
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Educational psychologist works closely with referred children and their parents.
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Counselling
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Pyramid Club
Strategies to support/develop numeracy
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Targeted small group support in class |
Provision of table top resources to ensure that learning is multi-sensory and practical |
1:1 Tuition |
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Use of support resources such as Numicon |
Small group Maths Support |
Booster Maths groups |
Strategies to support/develop literacy
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Small group literacy support from L.S.A |
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Phonics Catch-up (extra sessions) |
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Provision of table top packs, containing high frequency word mats and phonics sound mats. |
5 Minute box 1 |
Differentiated and multi-sensory activities |
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Literacy Target Group with SEN teacher |
5 Minute box 2 |
Handwriting development programme implemented through KS1 |
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1:1 Tuition |
Nessy |
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Strategies to support/develop literacy
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1:1 extra reading with L.S.A |
1:1 Reading intervention |
Toe by Toe
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Additional guided reading group with LSA |
Small group reading support in class through guided reading and individual reading
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Peer reading programme
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Strategies to support modification of behaviour
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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 |
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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
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Small group support in class from teacher or LSA
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Facilitating access to learning through the appropriate differentiation of tasks and activities
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Extensive use of visual support
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Provision of individual/visual timetables and checklists
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Provision of sand timers where appropriate
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Individual targets
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Scaffolding e.g. writing frames, story maps
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Support/supervision at unstructured times of the day including personal care
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Trained midday meals supervisor in the lunch hall and playgrounds |
Midday meals supervisors initiating and supporting activities during lunchtime |
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Responsible People (Year 6s) helping in playground |
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Planning and assessment
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Class provision maps |
Incorporation into planning of any advice or guidance provided by external professionals supporting individual pupils |
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Individual targets |
Coordinated planning between class teacher and teaching assistant for pupils of SEN |
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Differentiated learning activities |
Regular assessment of progress and achievement against national expectations and individual targets. |
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Multi-sensory opportunities |
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 |
Support for parents who have concerns |
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Open door policy for parents to meet class teacher or senior management |
Individual Development Plans sent home twice a year. |
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Regular progress meetings with parents/carers by class teacher and SENCO |
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Access to medical interventions:
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Regular meetings with welfare/school nurse |
Liaison with medical professionals for children with ongoing treatment |
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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. |
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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
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Counsellors
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Family Support Worker