DIFFERENTIATING THE CURRICULUM
· The long term curriculum plans are available to parents on the school website, alongside ideas for how parents can support their child’s learning outside of school.
· All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning 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 might be individually differentiated.
· The class teacher, alongside the SENCO will discuss a child’s needs and what support will be appropriate.
· Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. phonic mats, coloured overlays, pastel colours on interactive whiteboards, coloured dry wipe boards and word banks.
· The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times.
· The governors agree priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
MEASURING THE IMPACT
· Ensuring that the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers.
· By reviewing children’s targets in PPs and ensuring that they are being met at Pupil Progress Meetings (PPMs) termly. These are held with the Deputy Head who feeds back to the Head teacher and SENCO.
· Through verbal feedback from the child, the parent and teacher to build a wider picture.
· Through children moving off the SEND Register when they have made sufficient progress – parents will always be informed if this has taken place.
LIAISING WITH PARENTS
DISCUSSING MY CHILD’S PROGRESS
· You are welcome to make an appointment to meet with either the class teacher or SENCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home.
· Every child is given a home work log and folder at the beginning of the school year. Each week the homework sheet has space for communication with parents. Teachers and staff are also available before and after school for informal chats.
· Frequent Enrichment days and family learning activities are held for all parents at a variety of times of day.
· Your child may have an IEP that will have individual targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home. All parents are offered a termly opportunity to participate in a learning conversation.
· When the child’s IEP is reviewed, comments are made against each target to show what progress the child has made.
· If your child has complex SEND they may have an Educational Health Care Plan (EHCP), this is the new form of statement. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually in partnership with the child and parents.
IDENTIFYING PROGRESS
· As a school we track and analyse the children’s’ progress in learning against national expectations (which still exist) and age related expectations summatively on a half-termly basis and formatively of a daily/weekly basis.
· The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods. Please ask the school if you require any further details.
· Pupil Progress Meetings are held each half term between each class teacher and the SENCO. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Class teachers will discuss this with you at Parents’ Evenings in the Autumn and Spring terms.
· Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth, for example Dyslexia Gold and various standardised assessments, such as Dyslexia and Dyscalculia.
· The Headteacher and SENCO report regularly to the Governing Body. We have two governors who are responsible for SEND, who meet regularly with the SENCO and attend briefing sessions. They also report back to the Governing Board.
