How do we support students with SEND at Abbeywood Community School?

Abbeywood Community School Graduated Approach

Universal High quality and inclusive teaching for every child in a classroom

Effective learning strategies in place e.g. differentiation and adaption support for wellbeing and developing resilience
A warm and welcoming classroom environment where resilience is encouraged and students are able to develop their own strengths and interests
Positive behaviour focus with all students being kind, respectful and safe
A culture of aspiration, effort and success for all
Dyslexia friendly classroom
Staff who have a strong awareness identifying and mitigating barriers to learning
Regular opportunities to demonstrate and check progress through formative and summative assessments
Encouragement for all to experience a wide range of high-quality extra-curricular activities
Consistent, tidy and organised learning environments
Continued professional growth
Specialist and experienced staff to support learning
SENDCo CPD’s to support differentiation and adaption in the classroom

Monitoring Phase/SEND Concern

Child discussed with Assistant SENDCo during 360 and monitored due to concerns over progress or accessibility to learning
Early Identification of barriers to a child's learning and effective learning strategies put in place
Targeted monitoring plan identifying strengths, barriers and outcomes
SENDCo Team Involvement (observation, support, advise)
Home/School Strategies signposted and shared with parents
Evidence based interventions in place and reviewed for impact
Access and signposting to additional support including: Reading support, OTR, Kooth, Compass, School Counsellor, IHL Club, HRG referral

SEND Support

Complete record of concern form following 360 meeting outcomes
Targeted student passport with clear strategies to support the learning (reviewed x3 times a year)
SENDCo Team involvement (observation, support, monitoring)
Home/School Strategies signposted and shared with parents
Evidence based interventions in place and reviewed for impact
Access and signposting to wider professionals: Reading Interventions, School Counsellor, HRG referral, Cluster support, EP, Inclusion support, further outside agencies

EHCP

Student discussed with SENDCo Team and monitored due to concerns over progress or accessibility to learning
Targeted monitoring plan identifying strengths, barriers and outcomes
SENDCo Team involvement (observation, support, monitoring)
Home/School strategies signposted and shared with parents
Evidence based interventions in place and reviewed for impact to meet section F requirements
Access and signposting to additional support including: Literacy Intervention, Nurture, School Counsellor
High needs referrals for alternative provision

Evidence based intervention

Cognition and Learning: Reading Interventions: Fresh Start, Inference, 1:1 reader, reading sessions during tutor time, Core Skills+/Core skills

Speech Language and Communication: Link SALT Therapy, social skills groups, refer to link SALT,

Physical and Sensory: BBC touch type programme, Fine motor skills programmes, OT referral, sensory circuits,

Social Emotional Mental Health: The wellbeing hub, School Counsellor, Emotion Coaching (whole school). THRIVE, Trauma Informed approaches, Zones of Regulation / 5 point scale, use of external professionals e.g. Mentoring.