At Chantry our objective is for every child to make their best possible progress. We carefully support transition to ensure readiness for children’s next class or educational setting, and later, the world beyond. We believe in all children as individuals, with different needs and strengths.
Our core values of ‘Confident, Caring, Creative’ underpin everything we do. Policy and Practice are built on evidence-based research, and our approach encourages self-motivation (intrinsic) rather than external reward. Relationships are key and we nurture positive self-view, operating with awareness of trauma/attachment difficulties, as well as physical, sensory/neurodiverse needs. We nurture children to become confident individuals who care about themselves and others, think creatively and love learning.
Support is provided through the Graduated Approach (or Waves of Support) which reflects level of need. Where possible support is provided as Adaptive teaching
Wave 1 usually provided within the classroom but may include some “keep up not catch up” interventions, or Nurture Support. This reflects our ethos of Inclusion and the belief that all children can make progress at their level when environment reflects need. Children receiving this level of support are unlikely to be included on the SEND Register.
Wave 2 provides short term interventions over a period of 10 – 12 weeks with a clear learning focus and assessment to check progress. These children may be included on the SEND Register.
Wave 3 reflects a higher level of need with longer term support in place. At this level an Education Health Care Needs Assessment (EHCNA) may be sought. Parents/Carers can do this by contacting ISEND (with reference to Section 36 of the Children and Families Act 2014).
Amaze has a template letter to support this https://amazesussex.org.uk/education/ehcps. The East Sussex Matrix can be accessed here: https://www.eastsussexmatrix.co.uk/ This provides guidance on the threshold required for an EHCNA to be considered by County.
School may also seek an EHCNA (with Parent/Carer discussion and permission) where thresholds outlined in the Matrix are met. In either case, the school will be asked to provide documentation to support assessment.
Child and parent/carer voice is central to our SEND process. Children share their views with trusted adults at home or in school, and are part of meetings where appropriate. Parent/Carer views are gathered with the class teacher through Assess Plan Do Review paperwork (APDR), or through review meetings to ensure we have a clear picture.
Most conversations initially need to take place with class teachers as the people who know your child best. Appointments with the SENCO, Helen Drake, can be made following these conversations where needs are significant or via the school secretary on 01424 211696, or school@chantryprimary.org if you wish to discuss needs and provision.
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