Answer 2

Answer 2: 

At Town Lane we offer many different forms of additional provision. This can include additional in class support; additional out of class support; 1:1 support; flexible grouping (including small group work); access to specific resources and mentoring; and access to a range of outside agencies. Additional provision is overseen by the school SENDCo and is designed and implemented by an excellent team of teachers, supported by highly skilled teaching assistants. Staff can access extra help and receive training if necessary e.g. Educational Psychologist, Speech and Language services, Pediatrician, Occupational Therapy. The most important is this: desired outcomes depends on the needs of the child. 

For many children desired outcomes will be connected to learning and will often be specifically to do with Literacy and Numeracy. For other children they may be to do with social interaction,  communicating with children and adults, emotional  and behavioural difficulties, mental health difficulties, overcoming physical issues (e.g. problems with fine motor control)… the list is endless. The most important point is this: desired outcomes depends on the needs of the child.

Quality First Teaching - WAVE 1

Class teacher input via targeted classroom teaching also known as Inclusive Quality First Teaching.

For your child this would mean:

*That the teacher has the highest possible expectations for your child and all pupils in their class.

*That all teaching is based on building on what your child already knows, can do and can understand.

*Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning or using technology, i.e. iPads.

* Specific strategies (which may be suggested by the SENCO or specialist agencies) are in place to support your child to learn.

Your child’s teacher will carefully monitor your child’s progress and will  decide if your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress. This will also be monitored by the SENCo

All children in school will be getting this as a part of excellent classroom practice when needed

 

 

WAVE 2

This builds on Wave 1 plus specific programmes delivered within a smaller group of children.  These groups, often called Intervention groups by schools, may be run in the classroom or outside. They will be delivered by a Teaching assistant who has had training to lead these groups.

This provision is offered when it is felt that a child is not making expected progress and therefore; is falling behind their peers, or they need an additional boost. It may also be used to help fill gaps in learning caused by poor attendance, absence due to ill health or when other barriers to learning have been identified. Children who receive this level of support may already have been identified as having SEND, but they may not.

For your child this would mean:

* He/she will engage in-group sessions with specific targets to help him/her to make more progress in a specific area.

* A Teaching Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the children’s desired outcomes.

* Permission may be sought for the Speech and Language Services or the School Nursing Services to become involved with your child to support their identified needs in this area

WAVE 3

This builds on Wave 1 and 2 plus increasingly individualised programmes, targeted at a smaller number of pupils in a small group or on a 1-1 basis.

For your child this would mean:

Your child will have been identified by the class teacher/SENDCO/parent or carer as needing more specialist/targeted input, instead of, or in addition to quality first teaching and intervention groups.

 Your child’s name will have been added to the Schools SEND Register.

 You will be invited to attend meetings to discuss your child’s progress and help plan possible ways forward.

You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school and at home.

 The specialist professional will work with your child to understand their needs and make recommendations, which may include:

*Making changes to the way your child is supported in class, e.g. some individual support or changing some aspects of teaching to support them better.

 *Support to set targets which will include their specific expertise.

 * A group run by school staff under the guidance of the outside professional, e.g. a social skills group.

*A group or individual work planned by and or run by the outside professional. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Pupil progress meetings are held each term to discuss the progress of pupils with the Headteacher and SENDCo. The shared discussions will highlight what further support or intervention maybe needed to increase progress and bring the child back on track to meet end of year expectations.