Glemsford Road, Stowmarket, Suffolk, IP14 2PN

01449 613112

admin@combsford.suffolk.sch.uk



Combs Ford Primary School

Welcome to Combs Ford Primary School

What are the different types of support available for children with SEND?

Waves of Intervention

 There are three main levels of support for children at Combs Ford Primary School.

Wave 1 is support available to all children and is offered through high quality teaching.

Wave 2 is additional support that is in place for some children who may be working slightly below age expected or not making expected progress.

Wave 3 interventions are for a few children who still have difficulties, even with Wave 1 and Wave 2 strategies and support in place, there will often be outside agency involvement at this point also. 

Please click here for further information about the different types of support we offer. If you wish to discuss this further then please do contact us. 

 

Class teacher input

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning that need some extra support to help them make the best possible progress.

Examples of this level of support:

  • Differentiated work
  • Use of Letters and Sounds to help support reading and spelling. 
  • Use of wordbanks to help with keywords/topic words
  • Use of coloured background on whiteboards and not too much copying from a board
  • Use of a variety of teaching techniques to help visual, auditory, kinaesthetic (physical) learners
  • Grouping children based on observations in lessons and marking
  • Use of classroom TA
  • Visual Timetable

 

Specific group work/1:1 support

Intervention which may be:

  • Run in the classroom or an Area.
  • Run by a teacher or a Teaching Assistant (TA).

Examples of this level of support:

  • Small group work based on gaps in children's learning
  • Use of intervention programmes e.g. Rapid Maths (maths skills), Rapid Phonics (phonic skills), Language Link (understanding of language), Gym Trail (fine and gross motor skills)
  • Small group/Individual work on speech and language targets, social skills, anger management, nurture

 

SEND Support 

This means a pupil has been identified by the SENCo/class teacher as having Special Educational Needs and is possibly needing some specialist support from an outside agency. This may be from

  • Local Authority advisory teachers through their Specialist Educational Services.
  • County Inclusive Support Services (CISS) - an outreach resource that works with children who are struggling with communication and interaction needs or social, emotional and mental health needs. We can refer to their service if a child has difficulties around school attendance, their engagement in school and with their learning or if there are concerns around their safety. 
  • Suffolk Psychology and Therapeutic Services
  • Speech and Language Service

What could happen:

  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
  • The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
  • Your child will be placed on the Special Educational Needs Register and will have a Support Plan. This will be discussed with you and your child and involve targets being set for your child at least three times a year.

Examples of this level of support:

  • 1:1/small group support for parts of the curriculum
  • 1:1 intervention programmes e.g. Plus 1, Rapid Phonics, Beat Dyslexia
  • Close liaison with outside agencies for advice on targets to move your child forward. Outside agencies can also offer direct work with your child.

 

Specified Individual Support

This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will also need specialist support in school from a professional outside the school. 

For your child this would mean

  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support .
  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the provision your child will need in order to the meet outcomes in their plan and what strategies could/should be put in place. This plan will be reviewed at least yearly to see how your child is progressing towards meeting their outcomes. 
  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

 

 

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