SEND and the Impact of Provision

We encourage children to follow a ‘3 before me’ attitude to their learning; a ‘can do’ approach before seeking help from the adult. We encourage all children in school to be an independent learners.   We have close links with CAMHS and our advisory teacher supports school with well being sessions, mindfulness activities and as a school we continue to promote this in our day to day school life.

• All resources are available to the children and are labelled appropriately. The children are encouraged to access them during their lesson activity and once they have completed the task they learn how to tidy away.
• Resources are up‐dated regularly.
• Resources are adapted to meet the needs of all children, including those with visual impairment.
• We are currently developing our whole school approach to outdoor learning, supporting all areas of the National Curriculum.
• All children in KS2 have access to a Chromebook

Oracy is an important part of our curriculum. We provide a language rich environment throughout our school and actively aim to close ‘the word gap’ for all children through our quality first teaching.  We use new and interesting words in natural conversations. We value talk with children and encourage children to talk with one another. We read to children daily, taking time to go over new words. and look for books with illustrations that provide clues to word meanings. We actively think about new vocabulary and give children ample time to learn the meaning and uses of new words before moving onto other words.

If a pupil requires additional support we will refer children to the Speech and Language service and work with the professionals to follow programmes adapted for the child. We also have a speech therapist employed by our Trust who offer support.

We use Makaton signing to support communication when appropriate.

We would support any referrals to these services and work with the professionals to provide resources as required or implement programmes as needed.

We are flexible if parents need to speak to staff; appointments can be made or staff are free at the end of the afternoon sessions. Staff will also contact parents by telephone if this is more convenient for parent/carers.

During the transition of children from Primary to Secondary School we visit the school with the children and where appropriate create Transition Plans so that the child can meet their new teacher, setting and understand the changes to their school life. We also do this during the year if a child in any cohort is moving schools to ensure that the transition is smooth and that the new school is fully supported with meeting the needs of the child.

We hold an Open Mornings, Open Afternoons and INSPIRE Mornings for parents. This gives you an opportunity to come and work with your child and see how well they are working at school.

We have a Learning Mentor who will support children to reduce anxieties and develop their self-esteem through well planned support.
Regular newsletters and planning overviews are provided to parents so that they are aware of what is happening in school and providing them with knowledge organisers each half term to support home learning.

The environment (inside and outside) is set out to provide plentiful opportunities to support early literacy in our Foundation Stage Setting.

We teach the Read Write Inc. programme for children from Nursery to Year 2. We also use the Read Write Inc. programme as a bespoke intervention for children needing additional literacy support.

We involve parents by providing you with your child’s weekly spelling for every half term to support them with.

We use Rosenshine’s Principles of Instruction; presenting new material in small steps to allow children to practise and embed before moving on too quickly in the learning process. The modelling by adults and scaffolding of more difficult tasks supports children in their development of writing longer and shorter texts based around book led curriculum and topics that we deliver.

For children who may require more support with writing we offer booster writing clubs or small group provision in the classroom provision to build confidence to become a positive young writer.
We encourage children to read regularly at home and in school to support their phonic and de-coding skills as well as teaching them strategies to understand what they have read. We have a ‘reading for pleasure’ time in KS 1 and 2 and book share mornings in EYFS and KS1 to promote the school’s ethos of the love of reading.

We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.

The environment (inside and outside) is set out to provide plentiful opportunities to support in our Foundation Stage Setting.

We have a range of resources that support children in accessing the mathematical curriculum.

We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.

We have four core values. Polite, positive, persistent and proud.

• The children are encouraged to follow these values and be a respective member of the school community.
• In school we use strategies to promote understanding of appropriate behaviour through Restorative Practice.
• The children are encouraged to value their own journey to success which leads to a sense of pride in their own achievements. All staff encourage a ‘can do’ attitude and scaffold this in a variety of ways.
• Inappropriate behaviours are addressed immediately and strategies agreed with parents.
• We adhere to a comprehensive behaviour policy which is available to parents and are happy to talk through strategies as the need arises.

We plan a personalised curriculum as appropriate. We adapt resources and the environment as required with the support of appropriate professionals. The school provides a teaching assistant for each year group in order to further support the children’s learning and access to the curriculum.

Children are supported in their journey to independence through carefully planned activities and support from the appropriate professionals.

Additional lunchtime supervisors are employed as required in accordance to needs.
Additional educational teaching assistants can be employed to support the 1:1 programmes that may be required for children.

Staff plan in accordance with the National Curriculum and Early Years Framework to ensure all children’s needs are met through the curriculum delivery.

Scaffolded tasks allow children to achieve their own potential.
Assessments are completed by teaching staff during regular intervals to measure the rate of progress and identifies the key areas that require further support.

Assessments by teaching staff are moderated in school and externally.

Our tracking systems enable us to monitor the progress of children accurately.