Provision for SEN(D), G&T, EAL and LAC
Inclusion is at the heart of our school, we celebrate that all children are different and unique. We aim to ensure that each child is fully included in all aspects of school life and meet any areas of specific needs.
Depending on the individual needs of children, they will receive both curriculum support in class and additional support in small groups as appropriate. The quality of teaching within the classroom has the greatest influence over children’s progress and we will invest in training, resources and monitoring to ensure our classrooms are an inclusive place for all children. This is known as the ‘Wave 1’ or ‘Quality First Teaching’.
Additional interventions at ‘Wave 2’ will be planned to enable children to accelerate their progress and work at, or above the expectations for their age. These are generally taught in a small group and sometimes a 1:1 situation.
A child identified as having SEND also receives ‘Wave 3’ interventions. These may be provided individually or in a small group, and the support provided will be personalised to enable the child to achieve his/her potential. This support is additional to or different from the everyday curriculum for that class and is detailed in a provision map and reviewed regularly. Any additional support for a child will be planned for by the class teacher and overseen by the SENCO. It may also include provision/ advice from an external agency or professional.
At Cherry Fields, these children will be referred to as ‘High Attaining and Talented’ (HAT). There will be a policy for HAT children which will support teachers to identify these children. Provision will be tracked on the class provision map and data tracked alongside other groups. High attaining children will be formally identified at the end of each academic year based on their end of year data and the teachers’ formative evidence. Once the children have been identified they will be classified as the ‘HAT’ group for that particular subject area. Talented children will be highlighted at the beginning of the academic year through the parental questionnaire and existing school knowledge. The progress and attainment of the ‘HAT’ children is the responsibility of all stakeholders.
Kilnwood Vale will be aligned to the GLF Schools vision to identify and meet the needs of those pupils at its schools classed as English as an Additional Language (EAL).
EAL specifically are those pupils who have a first/home language other than English and who are in the process of learning and using English as an additional language through the curriculum and the broader life of the school.
Whilst being clear that EAL is not Special Educational Needs (SEN) or a learning difficulty, GLF Schools recognise that pupils with EAL can often have additional needs in terms of accessing the language used by staff and peers and related learning issues. Not addressed, these issues can easily lead to underachievement and isolation. At Cherry Fields we will endeavour to:
Ensure EAL pupils have full access to the curriculum and other school-based opportunities
Be proactive in removing any barriers that stand in the way of our EAL pupils fulfilling their potential
Provide our EAL pupils, particularly those who are international new arrivals (INA) with a safe, welcoming environment where they are accepted, valued and encouraged to participate.
A ‘looked after child (LAC)’ is defined as a child in the care of the local authority or is provided with accommodation for a continuous period of more than 24 hours.
At Cherry Fields the DSL will be the person responsible for the education looked after children (LAC). We will ensure all staff, both teaching and non-teaching have an understanding of the difficulties and educational disadvantage faced by children in care and understand the need for positive systems of support to overcome them. Cherry Fields will be committed to working with local authority Virtual Headteachers to promote the achievement of children who are looked after.