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The Kingsway School is fully committed to Inclusion in its ethos and practice.
The school is resourced by the Local Authority to provide placements for a limited number of students with SEN Statements for Severe or Complex Learning Difficulties. Two specialist teachers and a team of Resourced School Inclusion Assistants (RSIAs) support these students in this mainstream environment.
The school’s Inclusion and Diversity Department comprises a team of specialist teachers and Learning Support Assistants, who support other students with special educational needs.
Alongside Kingsway, Stockport has three other community secondary schools which have been designated as suitable for children with physical disabilities. These are Priestnall School in the North of the Borough, Cheadle Hulme High School in the west of the borough and Marple Hall School in the East. St James' Catholic High School is the designated school for Catholic pupils.
Students with special educational needs who are at SEN(S) are admitted to Kingsway via the standard procedure (please refer to the main Admissions section)
Where the application concerns a child who has a Statement of Special Educational Needs or Education Health Care Plan, the application will be referred to the Council’s Special Educational Needs (SEN) Team for consideration. The SEN Team will work with the parents of the child to secure a place at a school where the specific needs of the child can be met.
SENDCo - Ms J. Djang, who can be contacted at: j.djang@kingsway.stockport.sch.uk
Assistant SENDCo - Mr C. Walker
For further information and advice please contact:
Admissions Support & Advice Team,
Children and Young People’s Directorate
3rd Floor Stopford House, Piccadilly,
Stockport, SK1 3XE
Tel - 0161 217 6028
Email - admissions.support@stockport.gov.uk
Graduated Response SEND Provision Map, 2024 - 2025
At Kingsway School, we offer a range of provision to help meet the needs of all our children. The staff regularly receive training to ensure our classrooms are accessible to all, however sometimes children need something additional to or different from their everyday classroom provision.
Special Needs Waves of Intervention Model
What is Wave 1/Universal Provision?
Wave 1 is good quality, inclusive teaching which takes into account the learning needs of all the children in the classroom. This includes using adapted teaching strategies and creating an inclusive learning environment.
What is Wave 2/Targeted Provision?
Wave 2 is targeted catch up provision for groups to ‘put children back on course’. It describes specific, additional and time-limited interventions over and above what is offered at Wave 1. These interventions have clear entry and exit points and are often in the form of small-group intervention, which aims to accelerate progress and enable children to ‘catch up’ and work at or above age-related expectations. Wave 2 interventions are not primarily SEN interventions. However, children included in Wave 2 interventions may be in the SEND Code of Practice.
What is Wave 3/Specialist Provision?
Wave 3 describes deeper intervention offering more personalised solution if Wave 2 has not worked. Children at Wave 3 may have particular needs related specifically to maths or literacy, or needs associated with other barriers to learning. Provision at Wave 3 is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves 1 or 2.
At Kingsway, we aim to:
1. Match Provision closely to the child’s individual needs
2. Have clear aims and measurable outcomes
3. Track children’s progress very closely and respond quickly to children who are falling behind and not meeting age-related expectations
4. Invest in good quality interventions that are tried and tested and train our staff to deliver these to the highest possible level
5. Communicate clearly with parents about the impact of any interventions their child has received.
Contact
If you have any concerns about your child, please contact the SENDCo - Juliana Djang, or in the case of a Resourced student - Mel Axon, Resource Base Manager.
Cognition and Learning
For children who may have low levels of attainment, difficulty acquiring new skills or find processing information challenging.
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Wave 1/Universal |
Wave 2/Targeted |
Wave 3/Specialist |
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• Quality first teaching • Flexible groupings • Additional targeted small group support. • Word mats • Visual timetables • Visual prompts • Modified resources • Dyslexia friendly classrooms • Coloured overlays /books • Reading rulers • Pre/re teaching topics • Brain breaks • Information presented in small chunks • Differentiated homework and class work • Fidget toys • Chrome book/ alpha smart • Ipads • Reasonable adjustments • Monitoring booklets • Provide student copy of lesson power point • Homework sticker • Scaffolding • Vocab bank • Access arrangements |
• KS3/4 phonological awareness screening • Toe by Toe • Grow@3 • Write to start- handwriting intervention • Nessy fingers – touch type intervention • Stareway to Spelling • Word Wasp • Key stage 3 Reading Intervention • Accelerated reading • Power of 2- Numeracy intervention • AQA Entry level English/Maths • AQA unit awards • ACE dictionary • Homework club • Revision sessions • Dyslexia in the Open • Fresh start • Lexia • Homework club • Year 11 mentoring sessions |
• Provision Plan at SEN Support • Provision map at EHCP • In-class support with learning support assistant • Withdrawal bespoke interventions • Educational Psychology assessment • Occupational Therapy assessment • Resource school provision • Transition class • Resource school provision |
Communication and Interaction
For children who may have difficulty knowing how to talk or listen to others, struggle to make and maintain friendships and find dealing with new situations difficult.
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Wave 1/Universal |
Wave 2/Targeted |
Wave 3/ Specialist |
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• Quality first teaching • Additional targeted small group support • Language Link screening • Visual timetables • Listening prompts • Emotions cards and activities • First/next boards • Brain breaks • Information presented in small chunks • Reasonable adjustments |
• Lego Therapy • Individualised Language Link speech programmes • Comic strip conversations • Social stories • Autism case worker • Bespoke work experience • Friendship formula |
• Provision Plans at SEN Support • Provision map at EHCP • In class support with learning support assistant • Specialist assessment and 1:1 teaching with speech and language therapist • Referral to NHS speech and language therapy • Resource school provision |
Social, Emotional and Mental Health
For children who may have difficulty remaining on task, show disruptive behaviours, are easily frustrated or present as withdrawn or anxious or who appear to be unhappy.
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Wave 1/Universal |
Wave 2/Targeted |
Wave 3/Specialist |
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• Quality first teaching • Additional targeted small group support. • Restorative approaches • Social stories • Lego – Think bricks therapy • Buddy systems • Visual prompts for positive behaviours- Traffic light chart • Reward charts and systems • Worry box • Social and Emotional Aspects of Learning curriculum (SEAL) • Brain breaks – Time out • Information presented in small chunks • Anti – bullying ambassadors • Reasonable adjustments/sanctions • Monitoring booklets |
• Learning Mentor • Key adult • Understanding ASD/ADHD • Nurture Group • Comic strip conversations • Young carers • Support with college interviews • Lunch passes • Emotional support therapy sessions • Access to Inclusion base during unstructured times • Emotional well-being intervention • Distress kits • TAC/TAF meetings • Stockport Inclusion team • C.A.T.C.H. meetings • Alternative provision • Attendance intervention • Zones of regulation |
• PSP • Provision plan at SEN Support • Provision map at EHCP • EHA • Primary Jigsaw • Healthy Young Minds • Behaviour Support Service • External counselling (Beechwood) • Internal counsellor • Resource school provision • Pendlebury referral • SPI referral • Managed move • Educational Psychology assessment |
Sensory and/or Physical
For children who may have difficulty with motor skills or have a visual or hearing impairment.
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Wave 1/Universal |
Wave 2/Targeted |
Wave 3/Specialist |
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• Quality first teaching • Additional targeted small group support • Microphone class systems • Clean whiteboard and good quality pens • Sloping writing boards • Pencil grips • Adapted scissors • Body boards • Sloping cushions • Ear defenders • Breezy chairs • Handwriting intervention • Brain breaks – Time out cards • Information presented in small chunks • Coloured books • Coloured overlays • Fidget toys • Toilet pass • Locker provision • Reasonable adjustments |
• Motor Skills United • Modified resources e.g. large print books • Exam modifications • Personal IT equipment • School Nurse • Access to Inclusion base during unstructured times • Leave lesson early pass • Access to a chrome book |
• Provision plan at SEN Support • Provision map at EHCP • In class support with teaching assistant • Sensory Support Service Referral • Teacher of Hearing impairment support • Specialist advice and support • Occupational Therapy referral • Occupational Therapy individualised programme • Physio by RSIA • Resource school provision |
Inclusion & Diversity Events Calendar 2024/2025
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Year 7 Year 8 Year 9 Year 10 Year 7 Year 11 |
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KS3 KS4 |
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Y6 Transition Evening Additional Y6 Transition Mornings |
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Year 7 Year 8 Year 9 Year 9 Options Evening Year 10 Information Evening Year 11 |
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2nd September 2024 3rd September 2024 28th October 2024 14th February 2025 |
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14th November 6-7pm |
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25 year celebration event! |