The right support at the right time for families:
We maintain a nurturing environment. Our practices prioritise mental health and social development. We are a buffer for vulnerable families before early help is available. We foster strong community links and provide a hub for vulnerable families whenever they need us
In class, we provide a variety of strategies to engage all children, including:
| Wave 1: Quality First Teaching |
| The teacher will have the highest possible expectations for your child and all pupils in their class. |
| All teaching is based on building on what your child already knows, can do and can understand. |
Putting in place different methods of teaching and differentiation so that your child is fully involved with learning in class. This may involve using more practical learning or providing different resources adapted for your child. |
| Putting in place specific strategies (which may be suggested by the SENCO, Headteacher, Deputy Headteacher or staff from outside agencies) to enable your child to access the learning task. |
| Wave 2: carefully selected in-class, small group and 1:1 intervention |
Your child’s teacher will have carefully monitored your child’s progress and will have decided that your child would benefit from additional support in a specific area of learning. This will vary from lesson to lesson depending on your child’s specific needs. |
| • He/ She will plan group sessions for your child with targets to help your child make progress. |
| • A Teaching Assistant/teacher (or outside professional, such as a Speech and Language Therapist) will run these small group sessions in consultation with the class teacher so that specific needs in your child’s learning can be met. |
| • Small group support is also available for children who may need further intervention for individual lessons where learning gaps have been identified in marking. |
| • Other children may need pre–teaching in small groups to help them feel more secure in tackling a new topic or concept. |
| Wave 3: external assessment and expertise |
| • If your child has been identified as needing specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress. |
• Before referrals are made you will be invited to discuss your child’s progress and help plan possible ways forward. |
| •If it is agreed that support of an outside agency is required, you will be asked to give your permission for the school to refer your child to a specialist professional. This will help the school, and yourself, understand your child’s particular needs better. |
• The specialist professional will work with your child to understand their needs and make recommendations, which may include: o Making changes to the way your child is supported in class e.g changing some aspects of teaching to support them better. o Support to set targets which will include their specific professional expertise. o Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g a social skills group. |
External support
As a school we can call on expert support from external agencies such as: