All children are entitled to excellent classroom teaching also known as Quality First Teaching. Teachers will have the highest possible expectations for your child and all pupils in their class. Teachers will ensure that teaching is based on building on what your child already knows, can do and can understand. Teachers are skilled at adapting teaching to ensure it is multi-sensory and meets the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning. This may include providing additional materials/ resources / additional support or an adapted activity. This may also include putting in place specific strategies to support your child to learn, which may be suggested by the Inclusion manager or outside staff. Homework is differentiated to ensure that it is at an appropriate level. Children in Key Stage 2 have access to homework clubs enabling them to receive help where necessary.
Grouping arrangements are generally organised flexibly, with opportunities for both ability and mixed ability setting to maximise learning opportunities for all. This will also include challenge activities for the more able children.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills.
Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support. Some interventions may change as progress and needs are monitored.
How will my child’s access to learning be supported?
An on-going programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of all children including those with SEN and medical needs.
Our Inclusion Manager actively engages with local opportunities, (e.g. she is currently seconded for a day per week to work with the Local Authority). This enables the sharing of best practice and helps keep the school abreast of current local, national initiatives and policy to support pupils with SEN.
The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.
The training priorities are set out in the School’s Improvement Plan. This document is created and maintained by the Head Teacher.