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The 4 Areas of Need
Social, emotional and mental health
This need refers to young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education.
It also includes young people who have a range of longer-term recognised mental health conditions.
For both groups, issues can include (amongst others):
  • Forming and maintaining relationships
  • Bereavement
  • Attitudes to attainment
  • Attendance
  • Self-esteem
  • Life outside school 
Cognition and Learning
This can include (amongst other difficulties):
  • Reading and spelling
  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D, Fragile X, Down Syndrome..
  • Students may present with difficulties that do not have a specific title
Sensory or Physical Needs
This can include (amongst other difficulties):
  • Vision
  • Hearing
  • Gross motor co-ordination
  • Fine motor co-ordination
  • Self-organisation for daily living
  • It includes conditions such as cerebral palsy, physical injury, dyspraxia
Communication and Interaction
This can include (amongst other difficulties):
  • Understanding language.
  • Using language.
  • Understanding how to communicate socially with other people.
  • Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay and ODD.
  • Stammering – advice given to families about how to access support from outside agencies.


 School Provisions for every student

Attainment and behaviour

Pupils’ behaviour is reported on in every lesson through our Mindset 4 Learning scores and their attainment is reported on at least 3 times a year in lower school and twice a year in upper school. This allows tutors and pastoral staff to have an overview of behaviour and attainment of every child on a regular basis.
Careful tracking and monitoring of this data allows issues to be identified and addressed. Once concerns are raised, these would be discussed with the child and parents and depending on the concerns, further action would be taken. This may mean differentiation advice to teachers and class-based support or referral to other agencies for advice. All those identified as SEND are placed on an electronic register which is updated with attainment data and the support being offered. Progress of pupils on this register is monitored to ensure the right support is being offered and to monitor its effectiveness. 
Quality First Teaching
The first wave of provision is quality first teaching. It encompasses teacher-initiated classroom support which is usually through effective differentiation and pedagogy appropriate to all learners’ needs.
How does Quality First Teaching work at Shavington?
All teachers have the highest possible expectations for their pupils
All teaching builds on what your child already knows, can do and understand
Lessons are appropriately differentiated, which means different ways of teaching are in place so that your child can access the lesson and is fully involved in their learning. Some examples of differentiation are: additional resources to support their learning, opportunities for paired work or small group work, different ways of presenting their work
Specific strategies (suggested by the SENCo) are used to support your child to learn
Lunch time clubs
The academy offers a range of lunch time clubs to provide a safe and engaging space for students to pursue their interests. A group of dedicated anti bullying pupil ambassadors station themselves in the lunch clubs and are available to all students. We have two lunch clubs that operate every day which are safe areas where students are supervised. These provide a haven for those who don’t want to be in the hustle and bustle of the school, but can still socialise with friends and have fun.
Balanced RSE / PHSE curriculum from year 7
The study pf PHSE in lower school allows pupils to develop and understand their identity, and be mindful of differences within society. Pupils have the opportunity to develop key skills such as, communication, teamwork, acceptance, diversity, independence and decision making in a safe and positive environment.
Transition Mentors
Lower school students volunteer to help new students in the first couple of months at the Academy. They ensure a smooth transition and share their experiences from their first year in secondary school. There is a wealth of general transition information under the parents tab on our website, including an interactive site map which would be particularly helpful for visual learners.
Access to the library and computers 
The LRC has a large collection of non-fiction books of various topics, many selected to support the curriculum areas in school and the set homework tasks. Pupils can also request specific books to support their learning.
We stock a wide range of fiction books to support pupils reading for pleasure as well as specific reading lessons linked to English and Literacy. Our collection caters for all tastes and abilities, including graphic novels, classics and short reads for reluctant readers. Pupils can request specific books for their own reading style. Pupils are allowed to borrow up to 4 books at any one time, for a period of 3 weeks, they can be renewed to extend their borrowing time if necessary.
 Targeted Provisions

Social, emotional and mental health

What can Shavington offer?
A dedicated pastoral team for each year group who support with:
Anger management
Mental health
Referrals to the school nurse for counselling 
Liaisons with outside agencies (such as CAMHs)
A PHSE programme designed to help with emotional and social development
Tailored PHSE provision for those with autism, according to need
Break and lunch club- a quieter space for pupils to access during social times
Smaller room for exams
Bespoke reward systems to motivate pupils
Sensory and physical needs
What can Shavington offer?
Slopes for wheelchair access (our ground floor is all wheelchair accessible)
Dedicated SEN spaces
Use of laptops and c-reader pens
Liaison with outside agencies, such as physiotherapy and hearing impairment teams
Exam access arrangements, such as rest breaks
Tailored P.E tasks
Separate spaces for P.E changing
Writing slopes
Communication and Interaction
What can Shavington offer?
Staff with training and experience of working with a range of pupils with Autistic Spectrum Condition and other associated conditions.
Close liaison with Cheshire East Autism Team, who will advise on strategies to be implemented in school and review regularly
Alternative options for communication, such as use of a laptop or scribe
Exam access arrangements (including a smaller room)
Use of RAG rating and 5 point scales to indicate emotions
Visual timetables
Sensory objects
1:1 social stories and comic strip sessions
1:1 anxiety management sessions
Cognition and Learning
What can Shavington offer?
Literacy and Numeracy intervention groups
Dyslexia and dyscalculia screening
Differentiated resources
Writing slopes
Use of laptops and c-reader pens
Access arrangements (including extra time, a reader, or a scribe)
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