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Special Needs

 

Removing   Barriers to Learning:

Quality   First Teaching and Support for All

 

Information about Special Educational Needs at Goudhurst &   Kilndown CEP School for Parents and Carers

 

Inclusive Teaching and Learning

We are committed to   inclusion.  We endeavour to make every   effort to achieve maximum inclusion of all pupils whilst meeting their   individual needs as learners.

 

What do we mean by Special Educational Needs?

Children have Special   Educational Needs if they have a learning difficulty that calls for special   educational provision to be made for them. They may have:

  • a significantly greater difficulty in   learning than the majority of children of the same age;
  • a disability that presents them from making full use of the educational facilities provided for children of the same school age.

 

They may have difficulty with one or more of the following:

 

  1. Communication   and Interaction
  2. Sensory/   Physical
  3. Cognition   and Learning
  4. Behavioural,   Emotional and   Social

 

We know that children learn and develop in different ways so we use different teaching styles, resources and plan different levels of work, along with many other approaches.  This is called Quality First Teaching.

 

How do we identify children who need extra support?

We aim to keep the   time between identifying where support is needed and responding with the   right provision to a minimum. Home and pre-school visits help with early   identification and enable us to plan for future provision. As well as this we liaise with parents, health professionals and early years settings (nurseries) to build a sound evidence base.

Once in school, your child will be assessed in a number of different ways, including class   observation.  From these assessments  your child’s teacher will be able to see what they are good at, where they need help and how best you can help at home.   

 

What happens if your child is identified as needing support?

If your child needs   support in one of the four areas mentioned, the class teacher, together with   the SENCO will decide the type and level of support, which may change throughout their time at school.  We   will always keep you informed and part of the process.

 

What does the SENCO do? 

SENCO = Special   Educational Needs Co-ordinator

If your child needs   support, the SENCO will:

  • Ensure the right support is put in place   together with the class teacher.
  • Advise other teachers on how to help your   child.
  • Work closely with you regarding your   child’s needs and listen to any ideas or concerns you might have.
  • Work with professionals (if necessary)   who may be able to help your child.

 

 

 

 

What could the support look like?

The support could be within class, as part of a small group or one to one help.  The class teacher and SENCO will best assess which type and level of support needed.

 

For your child this action will be enough to help them to overcome any difficulties and help them make good progress.

Sometimes, additional   advice from outside specialists is needed, which could include advice from specialist teachers, educational psychologists, speech and language   therapists or physiotherapists. In this case we work alongside parents and   professionals to carry out further assessments and form an individual provision plan.

 

How do we identify children who need extra support?

We aim to keep the time between identifying where support is needed and responding with the right provision to a minimum. Home and pre-school visits help with early identification and enable us to plan for future provision. As well as this we liaise with parents, health professionals and early years settings (nurseries) to build a sound evidence base.

Once in school, your child will be assessed in a number of different ways, including class observation.  From these assessments your child’s teacher will be able to see what they are good at, where they need help and how best you can help at home.   

 

What happens if your child is identified as needing support?

If your child needs support in one of the four areas mentioned, the class teacher, together with   the SENCO will decide the type and level of support, which may change throughout their time at school.  We will always keep you informed and part of the process.

 

What is an Individual Provision Plan?

This is essentially what your child’s class teacher and the SENCO plan to do to help your child.  It will include short term targets, extra support detail (i.e. how often the support is being given) and when the school will next look at progress.

 

These plans are reviewed throughout the year and then discussed with parents at Parent’s Evening.  Your child would also be discussed at regular Pupil Progress meetings throughout the school year.

 

Contacts

If you have a concern about your child’s learning then your child’s class   teacher is the first person to talk to as they plan for ways to give support in class, whether that support be one to one or in a group.

 

You can also contact our SENCO Marie Donoghue @ senco@goudhurst-kilndown.kent.sch.uk

 

 

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Whole School Provision Map

We recognise that some children need a little extra support and at Goudhurst & Kilndown CEP School we offer a range of interventions.  Our current interventions are shown below.

                           

        

Goudhurst & Kilndown CEP School – Whole School Provision Map - School Year 2017-2018

        

                                                                       

 

Quality First Teaching

 

Across all year groups

Cognition and Learning

Differentiated curriculum

Differentiated delivery

Differentiated Outcome

Increased visual aids

Visual timetables

Illustrated dictionaries

Use of writing frames

 

Communication and   Interaction

Flexible teaching arrangements

Structure school and class routines

Differentiated curriculum delivery

Differentiated outputs

Increased visual aids

Visual timetables

Use of symbols

Behaviour, Social &   Emotional

Whole school and class reward system

Whole school/class rules

Whole school policy for behaviour

Circle time as part of PSHE and within Collective Worship

 

Sensory and Physical

Flexible teaching arrangements

Teacher awareness of S&P Impairment

Availability of resources

 

 YR

Y1

Y2

Y3

Y4

Y5

Y6

Speech & Language

 

 x

x

 x

 x

 x

 x

 Cued Articulation

 

 

 

 x

 x

 x

 

 Dancing Bears

 

 x

 x

 x

 x

 x

 x

 PAT Phonics

 

 

 

 

 x

 x

 English Booster

 

 x

 x

 x

 1:1 Reading

 x

 x

 x

 Reading to the dog

 x

 x

 x

 x

 x

 x

Better Reading Partnership (BRP)

 x

 x

 x

 x

 x

 x

 

Additional Comprehension

 

 

 x

 x

 x

Accelerated Reader

 x

 x

 x

 x

 x

 x

 x

 Handwriting

 x

 x

 x

 x

 x

 x

 Maths Booster

 

 x

 x

 x

 x

 x

 x

 Success@arithmetic

 

 

 

 

 

 x

 

 Talk4number

 

 

 

 x

 x

 

 

 1stclassnumber

 

 

 x

 

 

 

 

 

 Auditory Processing

 x

 x

 x

 x

 BEAM

 

 

 x

 

 

 

 

 Sensory Circuits

 x

 x

 x

 x

 Social Communication

 x

 x

 x

 x

 x

 x

 x

                 

  

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Glossary of Provision

1:1 reading

This is quite simply where an adult listens to a child read on a 1:1 basis.

1stclass@number

A light-touch intervention for children who need a helping hand and helps them to get back on track in Maths.

Additional Comprehension

To help children really understand what they are reading and develop inference and deduction skills. 

Accelerated Reader

Pupils develop reading skills most effectively when they read appropriately challenging books and this new scheme provides all the challenges children need and also provides lots of incentives for them to continue reading.  This is a whole class approach rather than a small group intervention.

Auditory Processing

Some children experience difficulties in following instructions and retaining information - this intervention helps develop childrens auditory memory by improving their auditory recall ability in a structured and enjoyable way.

BEAM (Balance, Education and Movement)

A programme aimed to support children’s core muscles, posture and coordination skills.

Better Reading Partnership also known as Boosting Reading Potential (BRP)

This intervention provides 1:1 support for children who need a little extra help in reading. 

Cued Articulation

Cued Articulation helps those who find it difficult to perceive, pronounce or sequence the sounds of the spoken English.

Dancing Bears

Sometimes children need to learn phonics in a different way;  this synthetic programme particularly supports children who cannot ‘blend’ sounds into words.

English Booster

This intervention supports children who require additional help with a particular concept in class.

Handwriting

Some children need additional handwriting practice and this small group is led by an adult and focuses on pencil grip and letter formation.

Hand group

Some children have difficulty with fine motor skills and need support in developing strong muscles in their hands and wrists.  This practical intervention involves activities such as threading beads onto string and following curves and circles with a pencil.

Maths booster

This intervention supports children who require additional help with a particular concept in class.

PAT phonics

The PAT programme teaches children to read, spell and write phonically regular single syllable words by making analogies.

Reading to the Dog

Mohjo, our Headteacher’s dog visits us once a week and listens to the children read. As dogs are non-judgemental, children feel less self-conscious and research has shown that it improves reading skills in a fun and relaxed atmosphere; decreases stress over reading aloud in the class and can enhance self-esteem, motivate speech and build confidence.

Sensory Circuits

Sensory Circuits is a series of activities designed specifically to wake up all the senses in readiness for the busy day at school. They include;

1. Alerting activities (spinning, bouncing and skipping) this stimulates the body’s central nervous system in preparation for learning.

2. Organising activities (balancing on a wobble board, stepping stones) which demand brain and body to work together.

3. Calming activities (heavy muscle work and deep pressure). This gives an awareness of their body in space and increases the ability to self-regulate sensory input.

Sentence Builder/Write to start

An intervention created in school to support children in writing complex sentences.

Success@arithmetic

Success @ Arithmetic is a light touch calculation-based intervention for learners in Key Stage 2 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills.

Social Communication

This intervention has been specifically created for children who find social situations difficult.

Speech & Language

All of our Speech and Language interventions are bespoke and follow the advice of external professionals such as a Speech & Language Therapists or from an individual assessment analysis.

Starbursts Phonics/Maths

Some children require a little extra support in phonics and/or number recognition - this is being done through precision teaching which helps to accelerate learning.  This take placed up to three times a day in short, one minute, bursts. 

Talk4number

Talk 4 Number aims to enable children who are working at levels significantly below age-related expectations, to secure the mathematical understanding they need to increase their rate of progress.

 

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SEN&D Information Policy

Please click here to view our SEN&D Information Policy

Please click here to view our Dyslexia Policy

 

 

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Useful weblinks

 

Dyslexia Action Information about dyslexia services http://www.dyslexiaaction.org.uk/

KCC Local Offer which gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available in their local area.  http://www.kent.gov.uk/education-and-children/special-educational-needs

The National Autistic Society,  a leading UK charity for people on the autism spectrum (including Asperger syndrome) and their families. They provide information, support and pioneering services, and campaign for a better world for people with autism