We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND.
At St. Joseph’s we ensure that all pupils, regardless of their specific needs make the best possible progress. We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
If a pupil is identified as having SEND, we will provide what is classed as ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided to all our pupils. This will complement our already high quality teaching which is intended to overcome barriers to learning. Children identified as having additional needs will have a provision map. This additional support (often termed intervention) will be tailored to meet the child’s needs and will target the specific area(s) of difficulty. This support may be provided in class or in another area of the school, occasionally on a 1-1 basis but more often as part of a small group. The support provided and its impact will be monitored closely and shared regularly with the child and with their parents/carer.
St Joseph’s Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. We understand that children learn and develop in different ways.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- We ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- We aim for pupils to gain in confidence and improve their self-esteem.
- We work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- We identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- We make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- We ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- We promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- We give every child the entitlement to a sense of achievement.
- We regularly review our SEND policy and practices in order to achieve best practice.
- We talk to parents/carers if they think their child has a special educational need and let them know what special help the school can provide.
- We have a designated Special Educational Needs Co-ordinator (SENDCO)
- We take account of the Special Educational Needs (SEND) Code of Practice. This is advice given to schools by the government which outlines what schools should do to support pupils with SEND and gives recommendations for good practice
In addition, each child’s teacher will be finding ways to support them such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offer small group support to promote outcomes
- Work in partnership with parents and the SENDCO to find ways to support each child with their needs, including giving parents ideas on how to help their child at home
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
- Set targets for SEND children which will be shared with parents, either during Parents’ Evening or a Review Meeting
Our teachers/teaching assistants work in partnership with parents and the SENCO to find ways to support each child with their needs, including giving parents ideas on how to help their child at home
Our school staff will set targets for SEND children which will be shared with parents, either during Parents’ Evening or a Review Meeting.
Current interventions could include:
- Daily Reading groups
- Read Write Inc.
- Precision Monitoring
- Word Wasp
- Stareway to spelling
- Narrative Packs (Key Stage 1 & 2)
- Language for Thinking
- Auditory memory groups
- Visual memory groups
- Accelerated Reading
- 1-1 and small group work with Teaching Assistants (phonics & number)
- Speech and Language Therapy groups
- Toe by Toe
- Power of two
- Plus One
- Lego Therapy
- Rapid Maths
- Socially speaking
- Time to talk
- Booster literacy & maths groups (KS 2)
- Flexible seating arrangements
- Fresh start (Literacy KS 2)
- Fine and gross motor skills programmes
- Use of specific resources eg: pencil grips, Dyslexic oversheets, vocabulary maps, visual timetables, wobble cushions, fidget toys, weighted jacket, ergonomic pens and pencils.
The school SENDCO regularly attends network meetings to receive information and support regarding the latest SEND initiatives, legal requirements and access to up to date training. Both teaching and support staff are involved in regular training to support the work they do with children with SEND. This includes having sound knowledge of, for example, dealing with communication difficulties, children on the autistic spectrum and dyslexia.
Support staff have access to further specialised training when the areas of need arise.
Page verified October 2017