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. Planning the tasks carefully to match each child’s next steps and considering their ‘ways in’ to the learning. On-going, responsive, diagnostic (formative) assessment, monitoring and review, which informs and shapes the teaching and learning, including in real-time.

• 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 which are practiced in the teaching and learning they experience.

• 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.

The teaching of phonics and reading will be targeted at your child’s level with decodable texts, reducing cognitive load and working towards fluency.

Following DFe Guidance “Choosing a phonics teaching programme” Updated March 2023  we use Little Wandle systematic synthetic phonics teaching program (SSP). This ensure that every child receives daily Phonic input. Ensures that every child possesses a developing phonic knowledge that they can independently apply; enhancing spelling skills through carefully planned practice, rigorous assessment and intervention. Instils confidence in every child with their encoding and decoding skills.

• Our aim is to provide early intervention so the gap between your child and their peers is reduced as quickly as possible. It can include progress in areas other than attainment– for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.

• 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.

•All staff have had training from the Educational Psychology Service on being an Autistic Inclusive school and will make all reasonable adjustment to include your pupil to our best ability. We have areas of the school that can support a sensory diet. However, it must be noted that SIS remains a busy three form entry setting.

•It must be noted that we are a mainstream school and whilst we can make adaptions and deliver bespoke support, we cannot offer 1:1 support for children even if they have an EHCP. If you feel your child would require 1:1 support this should be discussed with Hampshire SEND.