SEND

Wave 1 support 

Teachers are responsible and accountable for the progress and development of all the students in their classes. High Quality Inclusive Teaching is therefore the first step (Wave 1) in responding to students who are not making expected levels of progress for their age and individual circumstances. The SENDCo and Assistant SENDCo provide support and guidance for staff in meeting this responsibility. 

The importance of regular attendance to lessons so that students can access high quality inclusive teaching is essential if they are to make progress across the curriculum.  

Wave 2 support 

If a student is not meeting expected levels of attainment or progress following Wave 1 support from teachers, then an Expression of Concern to the Learning Support department is made. This starts a response known as the Graduated Approach, which is coordinated by the SENDCo and involves the student, their parents/carers, teachers, and pastoral leaders completing an assess, plan, do and review cycle aimed at identifying specific learning needs and removing barriers to learning.  

Students may require access to specific intervention at this point or be placed on a referral pathway which aims to identify specific conditions like Attention Deficit Hyperactivity Disorder (ADHD) or Autistic Spectrum Condition (ASC) via the Multi Agency Map (see below).  

Learning Support provides the following Wave 2 interventions: 

• Lexia online literacy intervention for identified year 7 and 8 students 

• Lexonic Leap – an online phonics intervention for learners who find literacy particularly challenging at any age, and for those for whom English is not their first language.  

• Paired Reading – delivered by trained staff 

• Speech and Language programmes – delivered by ELKLAN trained teaching assistants 

• Social communication intervention – delivered by trained teaching assistants 

Wave 2 interventions aim to enable students to overcome their barriers to learning, develop independence and resilience as learners and subsequently engage more successfully in lessons. Interventions are subject to regular monitoring and evaluation, and some may involve removal from specific lessons, usually for a maximum of half a term.  

Wave 3 support 

If a student’s progress continues to be less than expected following Wave 2 interventions, further graduated approach cycles are conducted. This may involve school procuring support and advice from an outside agency (Wave 3 support). A list of the agencies that school works with include: 

• Cheshire West and Chester SEND team 

• Speech and Language Service 

• Cheshire West and Chester Autism Service 

• Educational Psychologist Service 

• Community Paediatrics and School Health 

• Child and Adolescent Mental Health Service (CAMHS) 

• Hearing Impaired and Visually Impaired services 

• Occupational Therapy Services 

• Young People’s Services 

EHCP and Top-Up Funding applications  

If a student is still not making expected progress following numerous graduated approach cycles and outside agency involvement, school will consider securing additional support by applying for top-up funding or an Educational Health Care Plan (EHCP) from the Local Authority.  

Multi-Agency Map 

Students who consistently exhibit social communication or attention and hyperactivity needs, will be referred to School Health using the Cheshire West and Chester Multi-Agency Map. This involves gathering evidence of need both in school and in the home and used by Community Paediatrics or the Child and Mental Health Service (CAMHS), to diagnose conditions like Attention Deficit and Hyperactivity Disorder (ADHD) or Autistic Spectrum Condition (ASC).