How will the curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation and how will that help my child?
•At Shakespeare Infant, we provide inclusive quality first teaching 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. All staff will seek to remove all barriers to learning and participation.
• Work is pitched at an individual’s level of understanding within whole class, small group and some individual attention but with high expectation for all.
• Teachers regularly review groupings within class and make changes according to need.
Some children will receive catch up programmes or extra support for 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. Support can address a range of needs for example: Speech and Language, Fine and Gross Motor difficulties, Emotional Health and regulation, Social skills, Sensory needs, Reading and Writing support and Number support.
•The INCo will check that staff recognise and allow for mental effort expended by some disabled pupils – e.g. physical exercise, lips reading or posture.
How is the decision made about what type and how much support my child will receive?
•WAVE 1 provision – quality first teaching is delivered within the classroom setting according to each individual need. We will endeavour for your child to access as much quality first teaching as possible.
•Pupil progress tracking will indicate lack of progress in particular areas which will trigger additional support.
• The class teacher alongside the INCo will discuss the child’s needs and what support would be appropriate. They will take advice from outside agencies where necessary.
•In wave 2/3 intervention a pupil will receive a block of support and entry and exit data will indicate the progress made and the next steps needed. This is monitored by the INCo, Senior leadership team and Governors. The children will be aware of their next steps in learning.
How are the school’s resources allocated and matched to children’s SEND needs?
• Each child’s individual needs are carefully considered and resources are purchased from the school budget including SEND and pupil premium. They are carefully allocated to ensure all children make predicted progress both academically and social and emotionally. This is overseen by our INCo.
• We have a team of LSAs who are funded from the SEND budget and deliver programmes and support within lessons designed to meet groups of children’s needs. The LSA’s are timetabled according to SEND provision for each term.
•The rainbow room and other small group area’s around the school are used to deliver small group or individual interventions.
• For children who have an EHCP 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.
How will my child be included in activities outside the classroom including school trips?
How does the school increase the extent to which disabled pupils can participate in the school’s curriculum? (Paragraph 3 of schedule 10 Equality Act 2010
• As an inclusive school all children are included in all parts of the school curriculum and school life. All children would be included on school trips. We will provide the necessary support to ensure that this is successful. This includes: ensuring the travel arrangements are fully accessible for all – for example wheel chair accessible. Ensuring there are plenty of rest breaks for children with mobility problems. Preparing children with ASD in advance with a picture timetable of the day to avoid anxiety.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. We ensure the recommended adult to child ratio and will increase this ratio if we feel it would benefit the group. This may mean a high ratio of adults around one child in order for them to fully participate.
•Our school grounds are accessible to all. We have a pond area that has been recently levelled and a gravel path laid to make more accessible. There is a small decking area and low railing to allow pond dipping. All play equipment is low level. Any areas identified by mobility officers have always been adjusted to meet the needs of individuals. For example – for a child with VI, the raised area’s in the play ground were painted with high visibility paint.
•We work in partnership with parents to minimise additional risks
•For children who are anxious about change, they are prepared in advance.
•We have an excellent ratio of LSA’s in school who will be used across the school to support your child with a variety of activities outside of the classroom.
How do we know if it has had an impact?
• By reviewing children’s progress using Personal Plans, Domain Trackers and evidence in books thus ensuring expected or better progress is made.
• The child is making progress academically against national/age expected levels and the gap is narrowing and they are achieving age related expectations.
• Written and verbal feedback from the teacher, parent and pupil.
• Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress but will continue to be monitored.
• Discussions and assessments from outside agencies on progress. For example : Occupational Therapists observing a child, writing a bespoke programme, school and home deliver the intervention over a set time (maybe around daily exercises), OT revisits and feedbacks around progress and next steps.