Happy • Included • Progressing
At Chacewater CP School, we want all children to be Happy, Included and Progressing. We are committed to creating a sense of belonging and mattering for every child and ensuring that all pupils, regardless of their individual differences or needs, feel valued, respected, supported and able to participate fully in school life.
All teachers are responsible and accountable for the progress and development of every pupil in their class, including those who access additional support from specialist staff or teaching assistants. High quality, inclusive teaching, often referred to as Quality First Teaching, is the foundation of our approach to supporting pupils with Special Educational Needs and Disabilities (SEND).
We recognise that supporting pupils does not mean creating separate learning experiences. Instead, we design learning that is accessible, ambitious and flexible, adapting teaching and the learning environment to meet individual needs. Through our graduated response, we provide a carefully planned continuum of support across the four areas of SEND:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health (SEMH)
- Physical and Sensory Needs
Our graduated approach includes:
- Wave 1 Universal Provision available to all pupils through high-quality classroom teaching and inclusive practice.
- Wave 2 Targeted Provision for pupils who require additional short-term or small-group support.
- Wave 3 Specialist Provision for pupils with more complex or enduring needs, often involving personalised programmes and external specialist services.
The SENDCo works closely with teaching staff, support staff, parents and external agencies to identify needs early, monitor progress and ensure that appropriate support is put in place. Pupils are only identified as having SEND when they continue to experience significant barriers to learning despite receiving high-quality teaching and appropriate adaptations and interventions.
Further information about our SEND provision, graduated response and adaptation strategies can be found in our Graduated Response and Adaptations Document and SEND Information Report.
For further information, please contact our SENDCo:
Mrs Emma Law
