SEND Provision
Summary of Provision for Children with Additional Needs
- There are a number of reasons why a child may be identified as having SEND;
They have significant difficulty with their learning and making far less progress than would be expected.
They have a specific learning difficulty, for example dyslexia.
They have social, emotional or mental health difficulties.
They have difficulties with social communication and interaction.
They have sensory and /or physical needs, for example a hearing impairment.
For all children who have additional needs, Cheviot ensures:
We value and recognise the expert role families play in their children’s lives and work closely in partnership with them.
We deliver high quality teaching, adapting the curriculum and resources to ensure children to meet the needs of individual children and to promote pupil progress.
We adopt an 'open door' approach and are willing to host formal and informal meetings. Support is offered to families and they are signposted to services and organisations which may offer appropriate support or advice via the Newcastle Local Offer.
We use pupil friendly support plans which clearly state the pupil’s area(s) of need, their targets and the provision and resources to be implemented to support them in meeting the targets set for them.
We involve the pupil, parents or carers and key staff members in the writing, implementing and reviewing of individual support plans.
We use Newcastle Universally Available Provision Guidance to support provision along with SEND Descriptors of Need.
We seek support and advice from a range of outside agencies to ensure barriers to success are fully identified and responded to.
We operate a graduated response based upon need; assess, plan, do, review which is monitored by the SENCo.
All school-related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
We use strategies to reduce anxiety/ promote emotional well-being.
We ensure that our school activities and trips are accessible to all our SEND pupils.
We hold 3 meetings/reviews per year to discuss progress. At times these meetings may be held as part of Parent and Carer consultation evenings. Professionals involved with your child will also be invited as appropriate.
Ensure that there is access to teaching and learning for pupils with SEN which is monitored through the school’s self-evaluation process. Lessons are as inclusive, with adjustments made depending on need.
Ensure our school activities and trips are accessible to all our SEND children.
We provide on-going training to all staff to constantly improve practice.
Offer support to all pupils and parents during periods of transition; Pre – School to Nursery, Nursery to Reception, Year 2 to Year 3, Year 6 to Secondary School.
Liaise closely with secondary schools at transition times to ensure that SEND pupil information is clearly communicated and recommendations are heard so that the move to secondary school is as smooth as possible.
All teachers, teaching assistants and governors aim to work together to ensure all SEND children's needs are met.
Risk assessments are used and action is taken to increase the safety and inclusion of all children in all activities.
Support is offered to families and they are introduced to services and organisations which may offer support and advice where appropriate.
Whole school policies such as those for Behaviour, Anti-bullying and SEND are evaluated on a regular basis.
For pupils with a higher level of need or of SEND or an Education Health and Care Plan (EHCP), we provide:-
• Detailed planning and monitoring of progress.
• Individualised programmes of work across several areas.
• For children with an Education Health and Care Plan, progress is formally discussed within a Statutory Annual Review, with recommendations submitted to the Local Authority.
Further information about EHC Plans can be found on the Newcastle Support Directory.
Updated September 2024