We provide a curriculum that is broad, balanced, motivating and accessible to all children. We want our exciting curriculum to be one of the many reasons our children love coming to school!
We work hard to ensure that all of our children achieve in lots of different ways as well as academic learning – for example, in drama, sport, music, dance, showing leadership and taking on responsibilities. We encourage children with SEN/D to play a full part in the life of our school. Many of our Playground Buddies have a special educational need and taking this responsibility is helping them to communicate more confidently with other children. We arrange educational visits and journeys and make sure that all of our children can take part. We do a risk assessment and when necessary make reasonable adjustments to plans and arrangements.
Our Provision Map shows additional interventions to accelerate children’s progress in, for example, reading, writing and mathematics. We choose these interventions after looking carefully at the research on “What works?” These sessions run for a limited time (sometimes up to a year) they are frequent and short for example, two or three twenty minute sessions a week. They are well taught by a trained teacher or teaching assistant.
Our SENDCO monitors the quality and effectiveness of these interventions every year. For example, we measure a reading level at the start of a reading intervention and then assess progress over time and levels of attainment. If a child is not making sufficient progress and/or is falling short of national expectations, we will consider other forms of support in discussion with you and your child.
We also adapt the curriculum to include children with SEN/D, for example:
- Providing quiet time out for a student with emotional needs
- Providing a visual timetable and clear explanations of tasks for a boy with autistic spectrum disorder
- Providing assistive technology to ensure effective communication
Additional staff provide support for learning in the Classroom and sometimes in small groups away from the main part of the lesson for a short period of time. These staff include:
|Staff||Available||Examples of what they do|
|Learning Support Assistants||8 full time equivalent
|In-class support working with a child with an EHCP (or old statement) Small group support|
|Teaching Assistants||1 for every class
|In-class support working with all children. Small group support in class and interventions|
|Specialist Teacher||1 day a week||1:1 teaching for a small caseload of children|
FREQUENTLY ASKED QUESTIONS (access to the curriculum)
Q. What happens if my child is not making progress in reading? Is there any extra support?
A. We provide additional support through a variety of approaches. These include targeted literacy support in the classroom and in one to one and small group teaching sessions.
Q. Will my child miss out on important lessons in the classroom if they are taken out for an intervention?
A. We will always try to make sure that a child does not miss important parts of a lesson: for example, with the agreement of the child and parent we will run some lessons during an assembly.
Q. How will my child get involved in extra-curricular activities?
A. The curriculum includes a wide variety of clubs and activities that take place before and after school and we monitor the attendance of our most vulnerable children at these activities. If a child needs help to get involved we provide that help.