We enable all children to engage fully in all aspects of school life. To do this, we:
Adaptations to the curriculum and learning environment
Pupils are entitled to participate in all areas of the curriculum and it is the class teacher’s role to differentiate resources and activities to ensure the pupil can access the learning. We make the following adaptations to ensure all pupils’ needs are met:
We make the following adaptations to ensure all pupils’ needs are met:
- Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
Additional support for learning
Sometimes, some children require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. In these circumstances, class teachers are responsible for organising intervention/s for an individual or small group of pupils, which might include one of the following provisions:
- Additional adult support in the classroom – all classes have a Teaching Assistant (TA) who support the teacher in facilitating the learning of whole classes; the class teacher, with advice from the SENCO is able to direct their teaching assistant to work specifically with children who are identified as having SEN or a disability.
- Withdrawal sessions – when pupils come out of some lessons for pre-arranged sessions with TA’s on, for example, handwriting, reading, spelling, maths, and social skills, etc.
The support that children receive is planned and reviewed by the class teacher, in collaboration with parents, the SENCO, and, where appropriate, the pupils themselves. We have teaching assistants who are trained to deliver interventions such as those mentioned in section 5.6.
Securing equipment and facilities
We ensure that all pupils with SEN and disabilities have their needs met to the best of the school’s ability, within the funds available.
Staff monitor and keep robust records of the progress of individual pupils which allows us to apply for additional funding from the Local Authority to provide support and specialist equipment when needed. We work closely with parents and outside agencies to ensure staff have all relevant training to support the progress of individual pupils.
Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN
All of our extra-curricular activities and school visits are available to all our pupils, including our breakfast and after-school clubs.
All pupils are encouraged to go on our residential trips.
All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
No pupil is ever excluded from taking part in these activities because of their SEN or disability.
- The school building is positioned on level ground with all classrooms being accessible to wheelchairs.
- The site has one accessible toilet large enough to accommodate changing.
- There are four disabled parking bays.
- The school’s accessibility plan can be found on the school website.
