Cheriton Primary School

Special Educational Needs and Disabilities

 

At Cheriton Primary School we strive to support all children to enable them to achieve well at school.

Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

At Cheriton Primary School all staff take responsibility for Inclusion under the leadership of the SENDCo.

If you have any concerns regarding your child/children then please talk to their class teacher in the first instance.

You may wish to contact  Mr J. Allcock, the school SENDCo who can be contacted via email at jallcock@cheriton.kent.sch.uk or by telephone on 01303 290548.

 

 Whole School Core Offers

The Whole School Core Offers outline a range of support that some of our children may require during the school year, though this may be adjusted to cater for changing needs. The Core Offers are split into the four categories of need as outlined in the Code of Practice 2014 (Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and/or Physical Difficulties). It follows a graduated response approach, in line with the Kent Profile of Need. Please click on the links to read the support offered.

 

The SEND Code of Practice

The Code of Practice for children with Special Educational Needs and Disabilities, (SEND), was revised  by the Government in 2014.  This contains statutory guidance for schools following the changes made to the “Children and Families Act 2014”.

A “Parent/Carer Guide” to the SEND Code of Practice outlines what provision should be made by schools.  You can find this guide by clicking on the following link:

SEND Code of Practice

 

The Local Offer

All local authorities produce a “Local Offer” outlining what the authority offer to support children with SEND.  You can find this by clicking here.

As a school, we set out our own “Local Offer” setting out what our school will do to support children with SEND. This is set out in our and in our SEN policy and SEN information report