Special Educational Needs and Disability
Our SEND learners make very good progress from their starting points and class teachers take part in a range of professional development opportunities enabling them to provide outstanding Quality First Teaching. Quality First Teaching will enable the majority of pupils to make sustained progress.
We follow the Cheshire East Toolkit for SEND and provide our children with a Graduated Approach to meeting need, Children will be given the amount of support required for them to make progress. For those children with complex needs, the school will support an application for an Education and Health Care Plan. EHCPs, as the name implies, ensures a much greater cohesion between educational, health services and social care organisations. This plan can potentially remain in place until the young person is 25 years of age, supporting the child through further education and additional alternative learning options.
Our SEND policy is available to view as a download below.
All class teachers are supported through ongoing Professional Development to meet the majority of needs through Quality First Teaching. Quality First Teaching may involve making small changes to the provision available to children at school. For example, providing a dyslexic child with a multi-sensory spelling scheme (which may be provided to the whole class), or by providing physical resources to help visual/hands-on learners in mathematics.
Quality First Teaching includes the ability for teaching staff to identify children who may be struggling with acquiring certain skills. When this is the case, the class teacher puts an intervention in place that is designed to address these difficulties. Our interventions are generally bespoke, linking to current classwork and, while overseen by teachers or the school SENCO, they may be delivered by teachers or experienced teaching assistants.
If interventions do not accelerate progress, it may be necessary for the child to have some form of specific, '1 to 1' work. The school may also involve other professionals such as Speech and Language Therapists and Educational Psychologists in order to support and suggest programmes of support for some children or to discuss possible next steps.
A child is considered to have a Special Educational Need if he/she:
"Has a learning difficulty or disability which calls for special educational provision to be made for him or her"
The Code (2014) states that a child is considered to have a learning difficulty if she or he:
- Has a significantly greater difficulty in learning than the majority of others of the same age; or
- Has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.
If you are worried about your child's progress, please do contact their class teacher in school.
Please refer to our school's SEND Information Report, below, for additional information.
How do we know we are doing well in SEND?
- We take part in half-termly consultation with staff from the Cheshire East Autism Team (CEAT) and the Educational Psychology Service.
- We work closely with Cheshire East in order to evaluate our SEND provision, including our Resource Provision for Autism.
- We complete regular monitoring of interventions and teaching and learning across the school.
- We work closely with parents and children to ensure their views are captured and built into the provision that we offer.
What do children and parents say about their SEND provision?
- "I like that I can type now. I used to find writing hard and now I can use the computers in some lessons." (Child)
- "I need help with my work. I like when the teachers help me with my work and I'm doing better now." (Child)
- "I like Effie the dog coming to school and I like reading to her." (Child)
- "I like the new reading books called Talisman. They are exciting and so is going on the iPads." (Child)
- "Thank you for the friendly environment you offer." (Parent)
- "Thank you so much for all that you do for X, he loves coming to school every day. Please thank all the staff for everything that they do." (Parent)
- "X has had a wonderful experience at Hermitage for the last 7 years. Thank you for everything that you have done, supporting him not only with maths and English but also socially." (Parent)
Thank you to the Parent Council who have reviewed our SEND Information Report and suggested a glossary of SEND Terms. This has now been actioned and can be downloaded from the bottom of this page.