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Special Educational Needs



17 Nov 2016

How will we support your child’s Special Educational Needs and/or Disability?
Children make progress at different rates and have different ways in which they learn best. Teachers take account of this by looking carefully at how they organise their lessons, the classroom, the books and materials they give to each child and the way they teach. All teachers will consider a number of options and choose the most appropriate ways to help each child learn from a range of activities. This is often described as 'differentiating the curriculum'.

Differentiation may occur by:
  • grouping (e.g. small group, 1:1, ability, peer partners);
  • content of the lesson;
  • teaching style (taking into account that children may be visual, auditory or kinaesthetic learners);
  • lesson format (e.g. thematic games, simulations, role-play, discovery learning);
  • pace of the lesson;
  • provision of alternative recording methods (e.g. scribing, use of ICT, mind mapping, photographs etc);
  • outcomes expected from individual children;
  • materials used;
  • support level provided;
  • provision of alternative location for completion of work. 
If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for ½ a term. The interventions will be regularly reviewed by all involved to determine the effectiveness of the provision and to inform future planning. These interventions will be recorded and monitored through termly meetings with Inclusion Lead and through Supervision Meetings (Professional Development) with the teacher’s line manager.
Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. Occasionally a pupil may need more expert support from an outside agency such as the Behaviour Support Service, Paediatrician etc. A referral will be made, with parents’ consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
Children may receive varying levels of support, according to their changing needs and circumstances. Parents should not assume, just because their child is making slower progress than expected, or the teachers are providing different support, help or activities in class, that the child has special educational needs. They may just need support to “close the gap” and bring their attainment up to expected levels. This support may be temporary or short lasting.

What we do to help children with Special Educational Needs and/or Disability.
If your child has identified additional needs they may work with a variety of school staff e.g. Class Teachers, Teaching Assistants, Specialist teaching assistants, Speech and Language therapist or members of the Inclusion Team.
We work in partnership with all of our families and external agencies where appropriate to make high aspirations a reality for every child, taking specific action to create effective learning environments, secure children’s motivation and concentration, provide equality of opportunity, use appropriate assessments and set suitable targets for learning. Quality first teaching takes place in all class rooms with the setting of high expectations and the provision of opportunities for all to achieve; provision for children with SEND is a matter for the school as a whole. In addition, the Governing Body, Head teacher, SENCo and all staff members have important day-to-day responsibilities. All teachers are teachers of children with SEND - a continuous cycle of planning, teaching and assessing is firmly embedded, which takes account of the wide range of abilities, aptitudes and interests of our children; the majority of our children will learn and progress within these arrangements - children with SEND will receive support that is additional to or different from the provision made for other children.

We always act upon advice received from external agencies (e.g. enlarging of print for VI children; most advantageous positioning of HI children within the classroom and use of aids as recommended; use of laptops for children with recording needs; use of coloured overlays and exercise books for children with visual processing difficultes; use of brain breaks, sensory cushions, children with sensory issues).
We endeavour to ensure that all class rooms are dyslexia friendly, including use of labelled resources, word walls, prompt mats, coloured interactive boards, individual resources – number lines, 100 squares, phonic prompts, alternative means of recording, modelled and shared writing opportunities. We endeavour to ensure that all class rooms are ‘Autistic Spectrum’ friendly including, use of visual timetables, personalised timetables and prompt/sequence cards as necessary, quiet work stations, areas of retreat and pictorially labelled resources.
During the course of this year, a sensory room will continue to be developed with our children and sensory areas will continue to be developed around the school.
We endeavour to ensure that all class rooms are speech and language friendly, including use of visual feedback, ‘chunking’ of instructions, use of the 10 second rule to allow processing time, pre-teaching of key vocabulary.
Small group rooms are available in both key stages to provide quiet work areas for 1:1 or small group work
If your child has significant additional needs interventions will be tailored to meet their individual needs and delivered regularly. These interventions may be delivered in a small group or 1:1 basis and reviewed regularly by the class teacher and Inclusion Team.

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