How will teaching be adapted to meet the needs of my child?
Teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning with increasing independence.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all and to provide good role models.
Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.
Access to learning and the curriculum
Access to learning support staff
- Each class has a teaching assistant assigned to the class. These staff work with individuals and groups to support children with their class work in Literacy and Maths and enable all children to access their learning.
- Teaching assistants can also offer small group intervention programmes to develop targeted skills
Strategies/programmes to support speech and language
- We have a speech and language therapist in school one day every fortnight. Her role involves assessing and reviewing children and putting individual programmes in place for them. She is then available to advise the teaching assistants who will deliver the programmes on a daily basis. She is also able to meet with parents to discuss progress and support at home.
- We run speech and language groups according to the needs identified across the school and also have individual programmes for pupils with higher needs.
- Where possible, speech and language targets are incorporated in to the planning for individual pupils in to support pupils to generalise their learning.
- Time to Talk Intervention is carried out in Reception.
- Children are encouraged to rehearse and record their ideas in well structured sentences using excellent descriptive vocabulary.
Strategies to support/develop literacy inc. reading
- KS1 organise pupils into small phonics groups based on class teacher’s pupil phonic screening.
- Phonic for Literacy (P4L) is used to support pupils with the beginning stages of phonics and is used 1:1 with pupils with identified needs
- Catch-Up Literacy runs throughout KS2. This programme assesses children’s gaps and supports their reading, spelling and sentence level work in a ten week intervention that is delivered for 15 minutes, twice a week.
- In KS2, we run Read, Write Inc. for groups and individual pupils.
- Individually tailored support is given by our Learning Mentor to address a range of barriers that may be affecting a pupils’ progress in Literacy.
- Parent-Child Afterschool reading club each week supports parents to encourage a love of reading for our most vulnerable learners.
- Our dedicated Pupil Premium teachers in KS1 and KS2 provide intensive Literacy support to pupil’s eligible for Pupil Premium, which may include pupils with identified SEND
Strategies to support/develop numeracy
- Pupils with identified Maths difficulties are assessed and their gaps are plugged through intervention and class differentiation. These gaps become targets that are shared in individual pupil plans.
- A time limited small group intervention occur in KS1 and ability grouping supports upper KS2 with smaller groups for the less confident pupils
- MyMaths is used at home and in school to support Maths
- Our dedicated pupil premium teachers in KS1 and KS2 provide group intervention for all pupil’s eligible for premium pupils, which may include pupils with identified SEND.
Provision to facilitate/support access to the curriculum
- Teachers offer well differentiated and appropriate learning tasks which extend children’s thinking, skills and knowledge.
Strategies/support to develop independent learning
- Training and SENCo support for Teaching Assistants focuses on how to support children while also developing their independence.
- Teachers encourage children to work individually, in pairs and in groups. They develop confidence to share ideas and present their opinions. Children are encouraged to critically assess each other’s work and accept and act on points to improve.