We are committed to ensuring that our curriculum, extra-curricular program and facilities are accessible to all our pupils. Every pupil has the opportunity to learn and make progress. Quality first teaching enables all pupils to acquire new knowledge, increase understanding, develop skills and make good progress, according to their ability. All pupils are supported day-to-day, and some may require additional resources and interventions to help unlock their potential. Teachers adapt their input, tasks and feedback to suit pupils’ needs, incorporating multi-sensory approaches into lessons.
There is a clear process to identify and meet the needs of pupils. We take a proactive approach to identifying needs and ensure a strategic, comprehensive and inclusive approach. Pupil progress is tracked regularly so we are able to identify any concerns promptly and provide appropriate intervention as necessary. Partnership with parents is key to ensure pupils’ progress is on a positive trajectory. Regular training is provided to all teachers and teaching assistants to ensure all staff remain upskilled and prepared to meet a variety of needs.
Support and interventions are provided as required. interventions are bespoke to each pupil’s needs and can include small group work with teachers, teaching assistants or SENCos. These typically address specific recommendations from the pupil’s educational or medical report.
Further details of provision for the welfare and education of children with learning support or special educational needs are set out in the Policy for Special Educational Needs and Disability.