SEND Provision

We follow national guidance and provide a staggered approach when catering for learners with difficulties which is classed by ‘waves’ of intervention. Learners may move up and down the ‘waves’ according to their levels of need and/or progress with parents being fully aware and informed at all times.

Quality First Teaching

Teachers plan and deliver learning opportunities for the learner’s group, taking their needs into consideration.

For your child this means:

  • The teacher has the highest possible expectations for you child and all pupils in their class.
  • All teaching is based upon what you child already knows, can do and understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using practical learning.
  • Specific strategies (which may be suggested by the Inclusion Manager or outside agencies) are in place to support your child to learn.
  • Your child’s teacher carefully checks upon your child’s progress. They collect evidence and identify any gaps in understanding/learning. They assess if any additional support is needed for your child to make the best possible progress.

Specific group work (intervention groups) within the classroom amongst a smaller group of pupils

The Class teacher will discuss progress with the learner and plan to provide additional (in-class) support themselves and/or use the class Learning Support Assistant in the attempt to secure progress. Children’s learning needs are met through regular targeted activities. These can be:

  • Completed inside or outside of the classroom.
  • Overseen by a teacher, or learning support assistant who is supported by the class teacher/Inclusion Manager.

For your child this would mean:

  • They will engage in regular group sessions with specific targets to help them to make progress.
  • A learning support assistant will run these small group sessions supported by the class teacher/ Inclusion Manager.
This type of support is available for any child who has specific gaps in their understanding of a subject/ learning. Evidence from regular assessments helps us to quickly identify and support children who are not making expected progress. This type of support is usually short term planned over a few weeks and is carefully monitored.

 

RIAISEN 1 – Initial Concern

During specific group intervention, the class teacher will monitor progress closely and if no or little progress is made, the class teacher will share their concerns with the SENCo/Inclusion Manager. Parents will be informed of this by the class teacher and an personalised action plan will be created by class teacher and parent in the attempt to 'close the gap' and improve progress.

RIAISEN 2 – SENCo/Inclusion Manager involvement 

If, in order to make progress, it is felt that a learner needs provision which is different or additional to the usual, then the school will respond. This means that the teacher, in conjunction with the SENCo, will plan different teaching and learning activities,  or behavioural support in a variety of ways which may include support from the SENCo or an SEN LSA

This will be included on the teacher’s planning and learners will continue to have their own targets. Parents will be informed of this provision in a meeting with the class teacher and SENCo.

RIAISEN 3 - Involvement of Specialist Provision or advice

If little or no progress is made over a period of time with support at RIASEN 2 and concerns remain, then the school may seek advice from outside specialists such as a Speech Therapist or the Educational Psychologist. Parents will be consulted at a meeting and asked to give written consent for school to refer the learner to these agencies. Where school and external agencies work together to provide specific targets for the learner then provision is in RIAISEN 3. Parents remain informed and involved throughout.

Educational Heath Care Plan / Statement

If your child has an EHC or statement you must contact CEAS prior to coming to Germany as, due to our context, we must ensure that we have the resources available to support your child in working towards achieving their individual objectives and reaching their full potential. This will also involve consulting with additional agencies that support children within our school.