Our SENCO is Mrs Embley-Peers
SENCO contact details: firstname.lastname@example.org Tel: 01254 812581
‘I praise you, for I am fearfully and
wonderfully made.’ (Psalm 139:14)
Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family.
Mellor St Mary CE Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times, when it is felt appropriate, modifications to the curriculum will be implemented in line with The Children’s and Families Act 2014 and the Equality Act 2010.
To successfully match pupils’ ability to the curriculum there are some actions we take to achieve this:
At Mellor St Mary CE Primary School we believe in participation and progress for all. We aim to create an inclusive culture in our school and value high quality teaching for all learners.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and adapt work in the classroom to cater for the various ways children learn. The majority of children in our school will receive support through good quality teaching in the classroom (Quality First Teaching).
However we are mindful that some children, at some time in their school life, may need extra help and support in a variety of different ways. If staff feel that a child’s needs cannot be met through quality first teaching alone, then additional support or intervention may be put into place to compliment the curriculum and enhance access. This is monitored regularly and adjusted as necessary.
Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning identified.
The waves of intervention model describes how different levels of intervention can be used to facilitate learning.
Wave 1 Quality First Teaching
This is about what should be on offer for all children: the effective inclusion of all pupils in high-quality everyday personalised teaching. This could include:
Wave 2 Interventions
Where children need additional support they may be given some Wave 2 intervention to help them ‘Catch Up’ with their peers or prevent a gap from appearing or increasing. Wave 2 interventions are often targeted at a group of pupils with similar needs. These are monitored for each class using the class provision map as well as individually for children with SEND using the Pupil Overview of Provision (POP) each term.
Wave 2 interventions may include:
Wave 3 interventions
If pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, with support from the SENCO , should assess whether a pupil has a significant learning difficulty, which may require highly- tailored interventions. This may include specialist or individualised provision.
If you have any concerns or questions regarding SEND provision in school, please contact:
Mrs Embley-Peers (Headteacher and SENCO)