Our SENCo, Kate Thomas, has each Tuesday set aside to focus on meeting the needs of any children who require additional support. Kate will be happy to answer any questions you may have about your child’s progress.
Definition of SEND
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools”. (SEND Code of Practice 2014)
At Farncombe we aim to personalise the learning for each child in our school; this is part of our mission statement. Where a child is finding school difficult, staff work together to consider how best to smooth the path to success. We sometimes ask parents to complete a one page profile about their child. The one page profile provides a summary of ‘person centred information’ which can be used by all staff to ensure that support, if needed, is provided in a way that the individual wants. Understanding what is important to the child is key to ensuring that any support given is meaningful and relevant.
It is important that each child can access the curriculum, irrespective of need. For this reason, each class teacher ensures that their classroom is an inclusive environment, providing various learning styles and strategies at ‘Wave 1’.
Wave 1 is the ‘quality first teaching’ which looks at the learning needs of all the children in the classroom. Before any additional provision is considered it is important to look at what is already available to all pupils through differentiated work and an inclusive learning environment. While some strategies or approaches may have been previously been recommended for a particular pupil or group it is probable that they will be of benefit to many more children in a class. The more inclusive the classroom, the less need for ‘additional to’ or ‘different from’ interventions.
Where the nature of pupil’s needs is such that they will need ‘additional to’ (wave 2 intervention) or ‘different from’ (wave 3 1:1 support) provision in the identified areas (see waves of provision document), it is still important to consider how wave 1 can enable them to access the curriculum.
When necessary outside advice and support is requested from SCC services; Speech and Language, Physical and Sensory Support, Literacy and Language Support, Educational Psychology and Behaviour Support Services. Any targets set by the agencies are worked on in school with a trained teaching assistant.
Farncombe School uses some of the funds available for Pupil Premium and SEND to employ an independent Speech and Language Therapist, who works with small groups each week. We also employ a tutor to support writing in Year 1 and 2.
Thresholds and Access
As detailed above, all children are entitled to high quality ‘wave 1’ teaching every day. For most children (around 70-80%) this is sufficient to enable them to meet their potential. There are several attainment ‘markers’ we use at Farncombe to trigger access to wave 2 intervention. If these are relevant to your child, their teacher will share this information and explain how the suitable intervention operates.
If you have any concerns regarding your child’s attainment or progress, please speak to your child’s class teacher without delay. At Farncombe we want all our children to achieve well.
The following documents explains how our provision for SEND and additional needs are organised.