Inclusion:
Inclusion at The Grange CP School means providing an equitable learning environment where every student, regardless of their abilities or disabilities, has access to the educational opportunities they need to thrive. We believe that every child belongs and should be valued as part of our school community.

We understand that each child is unique, and therefore, our bespoke provision is tailored to meet individual needs. Strategies include small group work, one-on-one support, customized resources, and specialized programs. These interventions are designed to support academic progress, social development, and emotional well-being.

Four Types of SEND Needs:
SEND needs are categorized into four broad areas: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and/or Physical Needs. At The Grange CP School, we identify these needs through thorough assessments and close observations by teachers and staff. Early identification is crucial, and we communicate with parents promptly to discuss observations, concerns, and planned interventions. This early and effective communication ensures that appropriate and timely support is provided for each child.

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Communication:
Effective communication with parents/carers is a cornerstone of our SEND provision. We hold regular meetings, provide updates, and seek parental/carer input to ensure that families are actively involved in their child's education. Parent-teacher meetings, SEND reviews and informal catch-ups are some of the ways we maintain this critical interaction.

Adaptive Teaching Approaches:
At the core of our SEND provision is our adaptive teaching approach. This universal offer ensures that all our teaching practices are flexible and adaptable to meet the diverse learning needs of our students. Teachers employ a variety of inclusive strategies such as differentiated/scaffolded instruction, visuals, personalised learning plans, and the use of assistive technologies, ensuring that each student can engage fully with the curriculum.

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Interventions:

Interventions play a crucial role in enhancing student learning and achievement. Targeted small group work is a highly effective strategy - enabling tailored learning which caters to the specific needs and abilities of each student, closing the ‘gaps’ in their learning profile. Support in class, including the presence of teaching assistants ensures that students receive immediate help and clarification, making the learning process smoother and more inclusive. Together, these interventions create a comprehensive support system that enhances overall educational outcomes.

Outside Agency Intervention:
When appropriate, The SENDCo engages external agencies to provide additional expertise and support. This may include specialists such as Speech and Language Therapists, Educational Psychologists, and Occupational Therapists. These professionals work closely with our staff and students to address specific needs and provide targeted interventions.

Further Information and Support:
For detailed information on our SEND provision, please refer to SEND Policy and The Grange SEND Information Report which outline our comprehensive approach to supporting students with special educational needs and disabilities. All strategies adhere to the OCC SEND local offer and The SEND Code of Practice, ensuring that our practices meet statutory standards and guidelines.