Special Educational Needs (SEND)
SPECIAL EDUCATIONAL NEEDS & DISABILITY (SEND)
- SENCO: Mrs Tracey Vallance (Deputy Headteacher)
- SEND Governor: Mrs Hayley Whitehouse
We believe that the key to success is happiness, a love of learning and a school where children feel supported, respected and safe. We believe that everyone should be able to participate in all aspects of school life and aim to provide every child with the skills, knowledge, resilience and enthusiasm which will equip them to make progress and be happy in school. We recognise and embrace the fact that every child is different and that their educational needs differ. We expect every child to fulfil their potential and celebrate everyone’s uniqueness and the gifts and talents they have. For us, inclusion is about equal opportunities for all, regardless of age, gender, ethnicity, impairment, attainment and background. We value the involvement of our school community and hope you find the following information helpful in understanding the types of support provided for the children at Cheadle Heath Primary, and how and when these can be accessed.
Professional dialogue between teachers and our Special Educational Needs Coordinator (SENDCo) means that children's needs can be identified at an early stage. We follow an Assess, Plan, Do, Review cycle to continuously monitor provision and, by working in partnership with other professionals, we continuously ensure that children are supported to make the best possible progress and that any barriers to learning are successfully addressed.
SEND INFORMATION REPORT
Our School Information Report can be found by clicking on the file below. This report forms part of our statutory duty to cooperate with the LA in the development of the local offer.
THE ENTITLEMENT FRAMEWORK
The Entitlement Framework defines the expectations on settings, schools and colleges as to the offer for children and young people with SEND to bring about improved consistency and coherence. The Entitlement Framework can be found here.
SEND CO-PRODUCTION CHARTER
Stockport Local Authority have been working with parents, professionals and young people to think about how the provision for children with SEND (Special Educational Needs/Disabilities) can be improved. All involved wanted a more productive and pro-active approach. The concept of ‘co-production’ was developed and defined as: Co-production happens when all voices are actively listened to from the start of the planning process. This involves a mutual respect for each other’s views, with an open and honest relationship that is transparent and continually evolving to achieve meaningful and positive outcomes. This means that families, children, young people and health, care and education colleagues all work in partnership following these principles:
- Be open and honest
- Actively listen
- Value the lived experience
- Do what matters
- Be accountable and responsive
- Work together
- Be respectful
The Co-production Charter can be found here.
At Cheadle Heath Primary School, we share Stockport’s vision for all children with special educational needs and disabilities (SEND) to have the best start in life. We want all children to be happy, prepared for adulthood and able to achieve their goals. We also want families to feel supported, confident, resilient and connected to their community. By working in partnership with parents, carers, young people and workforce across the local area Stockport have co-produced a set of Outcomes that we all want to achieve for benefit of our children and young people. The outcomes are set out in the Outcomes Framework which was launched in November 2020 and the agreed statements are:
- I feel safe
- I feel part of my local community
- My voice is heard and acted upon
- I enjoy good health and well-being
- I am happy and have people I can trust
- I am confident and able to reach my goals
- The people who love and care for me are enabled to do this
KEEPING UP TO DATE!
You can keep up to date with the latest Stockport SEND information and updates by subscribing to the monthly SEND newsletter.
We celebrate the diversity of our school community and are committed to ensuring that all our pupils have access to an equal and enjoyable learning experience. In doing so, we recognise our responsibility towards ensuring that the statements identified in the Equalities Act (2010) ensure that all children and families are able to prosper within our school community. No pupil will be refused admission on the basis of their special educational need.
Our school has a strong inclusive ethos and provision has been made to accommodate children with physical, learning or behavioural difficulties. We are required by law to state whether there have been any changes to the Governing Board's policy in the past year, and between 2020 - 21 there have been no changes. The school has accessible toilets, rooms dedicated to support children with additional needs and wheelchair access to all parts of the building.
SOCIAL, EMOTIONAL & MENTAL HEALTH
We are committed to supporting the emotional health and wellbeing of our pupils and staff to ensure that the school is a community where everyone feels able to thrive. Our vision is to develop a school community where children can enjoy a welcoming, secure, happy and healthy environment, where all members can develop self-confidence, self-esteem, self motivation, independence, compassion, tolerance and understanding of others. We know that everyone experiences life challenges that can make us vulnerable and at times, anyone may need additional emotional support. We believe positive mental health well being is all about our holistic health including physical and emotional and it is essential if children are to flourish and lead fulfilling lives.
Click on this link to be taken to our Mental Heath & Wellbeing page.