What additional provision and curriculum do we offer?
Every child with SEND is unique, therefore the provision offered is based on each child’s individual needs. Our school strives to deliver high quality provision under our ethos of care, support and guidance for both the child and their family. Our school staff are committed to inclusion for all children.
Some examples of additional provision we offer may include:
- Individual work following recommended programmes to address specific needs, for example speech and language difficulties.
- Small groups focus activities to address shared difficulties eg. number difficulties.
- Support within class from highly trained teaching assistants so that the children can access the work or so it is differentiated further for them.
- Additional resources that will help them to access the curriculum or school life better, for example communication aids recommended by other agencies.
- Through assessments undertaken by the SENCo or other agencies in order to help identify specific areas of need that can then be addressed.
At Cockton Hill Infants’ School we provide support for emotional and social development for any children who need it through support and activities including getting along, circle time, small group work, 1:1 discussions, and Relax Kids.
We have experience of supporting children and young people with a wide range of needs including:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyspraxia (problems with motor skills, organisation)
- Autism
- ADD/ADHD (Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder)
- Muscular dystrophy
- Other Physical/Medical Needs
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Below is an overview of the types and level of SEND across our school:
| Type and Level of SEND | Percentage in school |
|---|---|
| Specific Learning Difficulty | |
| Moderate Learning Difficulty | 19% |
| Severe Learning Difficulty | |
| Autism Spectrum Disorder | 6% |
| Visual Impairment | |
| Hearing Impairment | |
| Physical Difficulty | 6% |
| Social, Emotional and Mental Health | |
| Speech, Language and Communication | 69% |
| No Specialist assessment of need |
Monitoring Progress of Children with SEND
At Cockton Hill Infants’ School each class teacher is responsible for all children in their class, including those with SEND. They work alongside the Special Educational Needs Co-ordinator (SENCo) to plan for the needs of children with SEND and also work closely with the parents. SEND children are observed closely and their achievements are celebrated and information is recorded on Short Notes or Support Plans. This information is the used to tailor the curriculum to meet the interests of each child using methods of delivery that are appropriate to their need. If there is ever evidence that this is not occurring, the SENCo will initiate training to challenge staff and enable them to provide a curriculum that ensures equality and diversity for all.
Over time, children in our school with identified SEND make good progress, both academically and socially. At the end of the 2016/17 school, in Year 2, 100% of children with SEND had made expected progress in reading and 100% had made more than expected progress. 100% had made expected progress in writing and 100% had made more than expected. In maths, 50% had made expected progress in writing and 25% had made more than expected. At the end of Year 1 in 2016/17, 50% of SEND children had made expected progress in reading and 50% had made more than expected progress. In writing 50% had made expected progress and 50% had made more than expected progress. In maths 67% had made expected progress and 17% had made more than expected progress. At the end of Reception in 2016/17, 57% of children with SEND had made expected progress in reading and 43% made more than expected progress. In writing 57% made expected progress and 43% made more than expected progress. In maths 71% made expected progress and 71% had made more than expected progress.
Accessibility
Cockton Hill Infants’ School can be accessed via a ramp down to the main reception area or playground. There are also ramps at the children’s entrance and the Early Years’ entrance. Physically disabled visitors, staff and children can access all areas in school and there are wheelchair lifts in areas where there are stairs. There is a disabled toilet for adults and children.
If you would like you can view the Accessibility Plan.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
