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How will teaching be adapted?

How will the curriculum at Shakespeare Infant school be matched to my child’s needs?


•At Shakespeare Infant, we provide inclusive high quality provision for all pupils.  All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.


• In KS1 during literacy and numeracy the children are set between three classes, which may or may not be their regular class base. The work is then pitched at their level of understanding and target level.


• The teachers regularly review these groupings and make changes according to need.

Some children will receive catch up programmes within literacy and numeracy that concentrate on a particular area of need to enable them to work at age related expectations or above. They may work within the class with extra support from the teacher or an LSA to target a specific need. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.


• Our aim is to provide early intervention so the gap between your child and their peers is reduced as quickly as possible.


• Intervention strategies and additional support will be introduced as soon as a child starts school if their skills are below those expected for their age or for those who are not making the expected progress.


How is the decision made about what type and how much support my child will receive?


•WAVE 1 provision –High quality provision is delivered within the classroom setting according to each individual need.


• Each term the senior management team hold pupil progress meetings with year teams. They consider the progress of individual pupils and discuss the reasons why individuals may need extra support to make better progress. The teachers then meet with the SENCo to plan what type of support the pupil may need and set targets. They will take advice from outside agencies where necessary.


•In WAVE 2/3 intervention a pupil will receive a block of support and will have data taken on their level of achievements at the beginning and end to show the progress made and the next steps needed. This is monitored by the SENCo, Senior leadership team and Governors. The children will be aware of their next steps in learning.


• Different children will require different levels of support (time per week/ number of weeks) in order to bridge the gap to achieve age expected levels.


• For academic needs :Typically the child will be base line assessed through a standardised test, an appropriate  intervention will be delivered for the recommended amount of time over the week, usually  for a term. The child will be re assessed at the end of the intervention and will be expected to have made double the rate of progress. For example, 4 months progress in 2 months. The teacher and SENCo will meet again to discuss the progress of the child and appropriate action taken depending on the progress.

• For pastoral needs, the teacher and ELSA meet to discuss the needs of the pupil and the ELSA will plan a programme of support. This will be reviewed by the ELSA and fed back to the teacher at an appropriate time.

• For IBMP’s the teacher will meet with the SENCo to set targets and review. The SENCo will take advice from the EP and at times the PBS. There are a variety of standardised tests that will help monitor progress and help set targets that the SENCo can use for support.


• Each child’s individual needs is carefully considered and resources are purchased from the school budget including SEN and pupil premium. They are carefully allocated to ensure all children make predicted progress. This is overseen by our SENCo.


• We have a team of LSAs who are funded partly from the SEN budget and deliver programmes designed to meet groups of children’s needs. The LSA’s are timetabled according to SEN provision for each term. We have an excellent ration of LSA’s in Shakespeare to ensure early intervention where needed.


•The butterfly room and other small group tables are used to deliver small group interventions.


• For children who have a Statement / EHC which comes with specific hours a Special needs assistant is appointed to support the hours and the funding is worked out with the guidelines from the local authority.