Access to the Curriculum and Inclusive Teaching
We know that high quality teaching and well-matched support will make a big difference to the progress of children with SEND. Making sure that this happens in all classrooms is one of the most important things that our school leaders do. We make sure that all Teachers and Learning Support Assistants have a clear understanding of the learning needs of the children in their class. Senior leaders, including the SENDCO, work with teachers and support staff to provide effective teaching and support for children with SEND.
We provide a curriculum that is broad, balanced, motivating and accessible to all children. We want our exciting curriculum to be one of the many reasons our children love coming to school! We work hard to ensure that all of our children achieve in lots of different ways as well as academic learning – for example in art, performance, sport, public speaking, showing leadership and taking on responsibilities. We arrange educational visits and journeys as part of our jigsaw and make sure that all of our children can take part. We do a risk assessment and when necessary make reasonable adjustments to plans and arrangements.
Our Provision Map shows additional specialist interventions to accelerate children’s progress in, for example, reading, writing and mathematics: we choose these after looking carefully at the research on “What works?” These sessions run for a limited time (sometimes up to a year) they are frequent and short for example, two or three twenty minute sessions a week. They are well taught by a trained teacher or Learning Support Assistant (LSA)..
Our SENDCO monitors the quality and effectiveness of these interventions every year. For example, we measure a reading level at the start of a reading intervention and then assess progress over time and levels of attainment. If a child is not making sufficient progress and/or is falling short of national expectations, we will consider other forms of support in discussion with you and your child. We also adapt the curriculum to include children with SEND, for example by providing quiet time out for a pupil with emotional needs or a visual timetable and clear explanations of tasks for a child with autistic spectrum disorder.
FREQUENTLY ASKED QUESTIONS (Inclusive teaching and access to the curriculum)
- How can I help my child with learning at home? We often run events to help guide parents on how to help their children at home e.g. phonics, science and maths workshops. Expectations around homework for each year group are shared with parents at the beginning of the year. In EYFS we also use tapestry to talk to parents about their child’s learning.
- What happens if my child is not making progress in reading? Is there any extra support? We provide additional support through a variety of approaches. These include targeted literacy support in the classroom and in one to one and small group teaching sessions.
- How will my child get involved in extra-curricular activities? The curriculum includes a wide variety of clubs and activities that take place before and after school and we aim to make these accessible to all.
- How accessible is the building for a child who uses a wheel chair? We are fully accessible for wheel-chair users
- What specialist resources and equipment are available for my child? We aim to provide a service that meets your child’s needs. For example, if your child requires Occupational Therapy or Physiotherapy, we can contact those services to arrange for this support in our school.
Identification, Assessment and Planning
Access to the Curriculum and Inclusive Teaching
Partnerships with Parents and Carers
Listening to Children and Young People
Managing Transitions - Joining and Leaving Our School
Providing Support for Safety, Personal Well-being, Attendance and Health