At Cockton Hill Junior School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
How we identify and assess children
Children and young people will have their SEND needs met in mainstream schools through good classroom practice. This is called Quality First Teaching. The teaching of most pupils can be met through quality first teaching in the classroom. However, for some children, additional differentiation or support may be needed to accelerate progress and/or meet pupil need.
At Cockton Hill Junior School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet the child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the progress and the impact that this has
As part of this approach, school staff or parents/carers will discuss initial concerns with the class teacher and the SENDCo. We aim to identify children with SEND as early as possible in their school career. The SENDCo may suggest that the class teacher should monitor the child’s progress or behaviour for a period of time. Once this concern has been registered the class teacher will work closely with the child in the classroom context, observing the child’s progress and behaviour and ensuring any extra support available will be utilised.
This is monitored over a period of time via the class teacher and in discussion with the SENDCo. If it is felt that the child requires support above quality first teaching then together we will produce a SEND Support Plan that details the provision that we will make to meet a child’s SEND needs and agreed outcomes. The SENDCo will communicate with parents and carers about the child’s needs. A support plan would be developed in conjunction with parents, carers, pupil and all staff involved so that areas of concern can be targeted and progress closely monitored. The child will then be placed on the SEND register.
This support plan may initially provide additional support within school, for example a dedicated reading scheme or support through a social skills group. However, the needs of the child or the progress they are making may require the support from additional professionals who will provide parents/carers and school with further specialist support.
A child’s support plan will describe the areas of concerns (within the broad areas of need) and detail provisions that we will make to meet a child’s SEND needs via agreed outcomes. Parents, carers and children will be fully involved in this process. We then use the assess, plan, do and review process at regular intervals across the year to ensure that the support plan outcomes meet the needs of the child.
