Churchwood academy strives to support all children to enable them to make the best possible progress and achieve well.
To accomplish these aims, we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contact with parents and carers when a child enters our academy. We make sure that additional needs are identified early and we offer a range of provision tailored according to identified needs.
We work with a range of other professionals, to make sure that all children receive the support they need to do well at the academy.
|Communication and Interaction||
Children may have a delay or disorder in one or more of the following areas:
|Cognition and Learning||
May have difficulties with the skills needed for effective learning such as use of:
Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.
|Social, Mental and Emotional health||
May have difficulties with social and emotional development which may lead to or stem from:
|Sensory and / or Physical||These pupils may have a medical or genetic condition that could lead to difficulties with:
|Differentiated curriculum support within the class (Tailored curriculum)||
In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies.
Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
|Additional support and provision through small group work||
Where needs are similar, it is appropriate to support these children within a group, focussing on the common needs.
Children will have provision for their common needs in a small group as well as some individualised support for their more unique needs. Provision will run concurrently with differentiated curriculum support.
The group may be taught by the class teacher and also supported by a TA.
The responsibility for planning for these children remains with the class teacher, in consultation with the SENDCo. Support at this level will be recorded on a provision map.
|Academy Based Plan||Provision at this level always includes the involvement of specialist services for example Speech and Language Therapist. A variety of support can be offered by these services, such as advice to the academy about targets and strategies, specialised assessment or some direct work with the child. The specialist services will always contribute to the planning, monitoring and reviewing of the child’s progress.|
|Educational Health Care Plan (EHCP)||
A local authority must conduct an assessment of education, health and care needs and prepare an Education, Health and Care (EHC) plan when it considers that it may be necessary for special educational provision to be made for the child through an EHC plan. This is likely to be where the special educational provision required to meet the child needs cannot reasonably be provided from within the resources normally available in academies. This assessment will follow on from planning already undertaken with parents and the academy.
EHC plans will focus on the outcomes the child seeks to achieve across education, health and care. EHC plans set out how services will work together to meet the child’s needs and in support of those outcomes. EHC plans will be based on a co-ordinated assessment and planning process which puts the child and young person and their parents at the centre of decision making.
|Parent Support Advisor
Mrs S Gilbert
|Our PSA is here to support parents with any difficulties that they are experiencing in a friendly and non-judgemental way.
|Learning Support Coordinator
Ms K Beech
|The learning support coordinator will support children in tailored provision as well as leading jump ahead and Occupation Therapy work. Our learning support coordinator will also liaise with other agencies to gather information.|
|Speech and Language Therapist
Miss B Search
|Our Speech and Language Therapist assesses plans and delivers specific 1:1 sessions with children who need extra speech and language support. Our Speech and Language Therapist also supports class teachers with delivering day-to-day strategies to support the children’s learning and development.|
|Looked After Children Teacher
Mrs J Oakman
|Our LAC Teacher supports children and foster parents/ adoptive parents by attending meetings and supporting the children in school.|
|Speech and Language Assistants
Miss K Williams
Mrs S Fryer
|Our speech and Language assistant supports our Speech and Language Therapist with delivering and assessing children’s communication needs.|
|Pastoral Teaching Assistant||Our Pastoral Teaching Assistant delivers alternative curriculum sessions to embed personal, emotional and social skills through nurture, cooking, social skills, gardening, cooking sessions.|
|Nurse||A nurse assigned to the academy and can be contacted via the schools SEND Team. You may also be referred to the School Nurse via your GP and a possible Care plan may need to be put in place. School will also hold sessions for parents to come in and discuss and health concerns. We also have access to a range of other Specialist Nurses should they be required.|
|CRI Counselling||CRI is a social care and health charity working with individuals, families and communities that are affected by drugs, alcohol, crime, homelessness, domestic abuse and antisocial behaviour.|
|Specialist Teacher Advisor for Hearing and Vision Impairment||Can provide support, advice and sometimes direct teaching. They will work closely with schools and give training where required in order to ensure pupils with a hearing impairment have the appropriate resources and support needed to enable full access to learning.|
|Child & Adolescent Mental Health (CAMHS)||A wide range of health professionals who can support children where there are concerns about their emotional well-being and mental health. They can also work with their families and carers|
|Education Support, Behaviour and Attendance Service (ESBAS)||This service works with the academy and parents to support with attendance, behaviour by putting in bespoke strategies personal to the child and family.|
|Other Speech and Language Therapists||SALT come into academy at least half termly. The support from the therapy service may include the following:
|Mobility Service||The Mobility Service offers assessment and training to children with a sight problem and support for their parents and their schools. The primary objective is to assist and train a child to make a safe and confident traveller both indoors and out, whilst taking their age and abilities into consideration.|
|Occupation Therapy||Helps to reduce a child’s difficulties and improve their ability to learn, socialise and play, finding ways to overcome any problems they experience in participating in day to day activities. They will work closely with the child, parents and teachers to develop practical approaches and find solutions to help children get the most from life, whether at nursery, school or in the home.|
|Educational Psychologist (EP)||The EP service are able to work with academy staff, parents and directly assessing / observing pupils in order to support learning and identify area of need and how best to support.|