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3.. What happens at Waynflete infant school if my child is not making enough progress? (The Three Stage Provision Model)

At Waynflete we have three stages of support

STAGE 1 - Well differentiated, quality first teaching, including differentiation

STAGE 2 - Additional Support 

STAGE 3 - Cause For Concern - High Needs Funding/

                                                         -Education Health and Care Plan 

  

STAGE 1

  • All children at Waynflete are supported at Stage 1.
  • All children have access to quality first teaching, which includes effective assessment and planning.
  • Our school has an ethos where we ensure that all children are able to learn in the way that they learn best.
  • We ensure that we plan and deliver multi-sensory lessons
  • We encourage a calm and organised learning environment
  • We ensure that instructions are kept short and are repeated for those who need it.
  • Stage 1 also includes carefully differentiated activities or approaches directly related to the  curriculum which are part of good practice in making teaching and learning accessible to pupils learning at different rates.
  • Practical equipment is provided for those who need a more kinaesthetic/visual approach such as Numicon or key word mats
  • Recommended aids, such as hearing mikes, writing slope, laptops, different colour paper are provided/used by staff.
  • Adult assistance is utilised effectively to aid groups of children who require support

 

STAGE 2 

Cycle 1

If a child is identified as not making enough progress (see pg. 11) class teachers ensure that they monitor these children closely and provide small group interventions to target areas of need. These interventions will simply involve overlearning and practicing skills (see pg 4). Class teachers will make parents aware of all interventions their child is receiving during Pupil Progress Meetings.  

 

Cycle 2

It is always our aim, with our high expectations of all children and our high quality delivery that children make the accelerated progress they need and ‘get back on track’. However in some cases children do not make enough progress in interventions.

At this stage your child will be placed on an Early Help Log which starts with a meeting between the class teacher and the SENCo to discuss previous support and ways forward to increase progress. The SENCo will decide whether to continue with the interventions that have been planned or to conduct further school assessments and observations to inform more targeted intervention.

These further assessments may consist of observations in the classroom or in the playground, assessments of physical skills, listening and attention skills, processing speeds, and/or social and emotional skills. These assessments will highlight any barriers to your child’s progress and allow interventions to be more targeted to your child’s needs.

If your child is in year 1 or 2 and it is decided that further assessments are required you will be invited to attend an Action Plan meeting (see Pg. 25) where we can communicate effectively to discuss the ways forward for support within school and provide you with ways that you can support your child at home. 

If your child is in Reception, you will not be invited to attend an Action Plan meeting at this point as the skills that are assessed are already key parts of the Foundation Stage profile. Your child will receive this more targeted intervention as Cycle 1 provision. If, after this more targeted intervention, your child has still not made progress then an Action Plan meeting will be required.

 

STAGE 3

Cycle 1

If your child has still not made the expected progress then, a Special Needs Assessment Profile will be conducted to provide more information on your child’s strengths and needs. Both school and yourselves will be required to complete a questionnaire on your child’s cognition or behaviour. The information gathered from this will inform more individual intervention. It is at this stage that your child will then be added onto our schools SEND register.

Cycle 2

At this stage, if agreed by parents, a referral may be made to an appropriate outside agency for more advice. The support recommendations that are provided will be implemented. The outside agency professional will review progress after an agreed amount of time.

 

At this stage it may be agreed by the SENCO, parents and other professionals involved, that your child requires such a highly individualised programme of support that they require further action. If they have needs in 3 or 4 areas of SEND outlined by the SEND Code of Practice then an application of an Assessment of Needs can be applied for with the aim to obtain an Education Health and Care plan. If your child does not meet this criteria then an application for Higher Needs Funding may be completed. This is decided by the SENCo and the Head Teacher.  

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