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SEND
SEND
How do we meet the needs of our learners with SEN?
How do we meet the needs of our learners with SEN?
Where a pupil is identified as having SEN, we take action to overcome barriers to learning and put effective special educational provision in place. This SEN support takes the form of a four-part cycle (Assess-Plan-Do-Review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children.
The Graduated Approach at Castle Hill
The Graduated Approach at Castle Hill
Universal - Wave 1 - All children
Most children’s Special Educational Needs at Castle Hill are met through High Quality Teaching in the child’s classroom with their class teacher.
Targeted - Wave 2 - Some children
Extra Support - Catch up programmes; time limited focused intervention, measure impact.
During regular SEND meetings, children are identified as needing extra support and targeted intervention following extensive discussions with the SENDCo, Assistant Head for Inclusion, Phase Leader and Headteacher.
Specialist -Wave 3 - Few children
Special Educational Needs - Bespoke/Individual Program - External professionals/agency involvement.
Using the 7C's learning portfolio, a strength based approach, as a basis; we follow the Assess-Plan-Do-Review cycle formally three times. However, we are constantly assessing, planning, doing and reviewing throughout the school year, during lessons, formal and informal assessment and through conversations with the child’s parent/carer, our colleagues and other professionals.
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