How will Cranfield Church of England Academy support my child?
Targeted support will be provided through a graduated approach, a continuum which moves from Quality First Teaching within the classroom to individualised 1:1 support for those pupils with the most complex needs.
1.The class teacher will provide excellent targeted classroom teaching (Quality First Teaching) for your child this means that:
- The teacher will have the highest possible expectations for your child.
- The teacher will plan work which builds on what your child already knows, can do and understands.
- Teaching styles will be adapted to meet the needs of your child within the classroom.
- Specific strategies may be in place to support your child in accessing the curriculum. (These may be outlined in a provision map for your child).
- The teacher will have carefully checked on your child’s progress, and will have decided that your child has a gap / gaps in their learning. The teacher will then plan additional intervention / support to enable your child to make the best possible progress. This intervention may take place within the classroom or in small group withdrawal sessions.
- Your child will be actively encouraged to take responsibility for their own learning. They will be expected, where possible, to express their opinions about what they are learning and the progress they are making. They will be supported to contribute to the review process and the planning of any intervention they will be participating in.
- Your child will be taught Learning to Learn skills, which aim to support their learning journey.
2. School Support
If your child continues to progress at a slower rate than their peers, and attain at a lower level despite the intervention outlined above, or continue to struggle to overcome barriers to learning, the school will identify your child as having Special Educational Needs, and will place your child on the SEN list at School Support level. This will happen in collaboration with yourself and your child. When your child is placed at School Support, the class teacher remains responsible for monitoring, evaluating and delivering provision for your child, in collaboration with yourselves, your child, other staff within school and the SENCO. Typically your child will:
- Have an Individual Education Plan which identifies the needs of the pupil, the targets for progress, how these targets will be implemented, the frequency of support received by the pupil and have clear criteria for success within an agreed time frame.
- Have regular reviews of progress where next steps will be identified.
- Have some parts of curriculum planning adapted so that your child can access learning to ensure progress.
- Have some additional adult support, either within the classroom, or in small group withdrawal sessions.
- Follow evidence based intervention programmes designed to address the identified needs for your child. At Cranfield Academy these interventions include Soundswrite, Sensory Circuits, Socially Speaking, Precision Teaching, Code - Project X Intervention, Numicon and Time to Talk.
At this stage the class teacher of SENCO may approach you to discuss seeking your permission to refer your child to a specialist service to enable us to understand your child’s needs better, and to be able to support them more effectively in school. These specialist services may include Speech and Language therapy, Occupational therapy, Educational Psychology, Jigsaw centre - Behaviour Support.
At Cranfield Academy we employ Cathy Hagan, Speech and language therapist to work with some of our children.
3. Specified Individual Support
This type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via a Statement of Special educational Need or an Education, Health and Care Plan ( EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
This type of support is available for children with specific barriers to learning which cannot be overcome by Quality First Teaching and intervention groups.
For your child this would mean:
- The school (or you) will request that the local authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
- After the request has been made to the panel of professionals (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you, and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
- After the reports have all been sent in, the panel of professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case they will write a EHCP. If it is not the case they will ask the school to continue with the current level of support.
- The EHCP once it is issued will outline the additional support your child will receive from the local authority, how this support should be used, and what strategies must be put in place. It will also have long and short term goals for your child. This additional support may be an additional adult to facilitate access to individualised learning or may be to fund specialist equipment/ provision.
How is this support funded?
- Quality First Teaching is funded through the money allocated to the school based on pupil numbers. This money is then delegated by the headteacher and governors to meet the needs of all children within the school.
- School Support funding is received by the school via the additional needs funding formula. This money is allocated by the headteacher, in consultation with the governors on the basis of need within the school. Funding is allocated following Pupil Progress and IEP meetings which identify areas of need within the school.
- Children with a statement of SEN, or an EHC Plan are allocated additional Higher needs funding and this funding is used to meet their individual needs that can not be met from the additional needs funding the school already receives.