How we adapt the curriculum and learning environment for children and young people with SEN
All pupils have the entitlement to a broad, balanced and relevant curriculum. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, teachers match the learning to the needs and abilities of the pupils. They use a range of strategies to develop the pupils' knowledge, understanding and skills. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning.
The school and SENCO regularly review issues related to pupils with SEND to include classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved. Children are supported in a variety of different ways as appropriate to their needs, which include individual support in small groups and in class. Interventions both within and outside the class are planned to support pupils carefully with specific academic, behavioural and/or emotional difficulties. These are timetabled in consultation with the class teacher to minimise the impact of withdrawal on delivery of the curriculum, actively seeking to ensure curriculum needs are met.
The Wider Curriculum
In addition to the statutory curriculum the school provides a wide range of additional activities. These include a range of musical, creative and sporting activities/clubs etc. Pupils with SEND are actively encouraged and supported to join in and benefit from these activities.
Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. During their time in school, many children will face barriers to learning that will require support. These needs can be met in various ways.
Quality First Teaching (QFT)
Most children receive their support through good classroom practice (QFT).
This will include:
- Changing the way lessons are planned and delivered
- Matching activities to the ability / need of your child (differentiation)
- Adapting learning materials such as worksheets, books and activities to suit your child's needs
- Small group support
A child may require SEN Support, if the quality first teaching and specific interventions used to help overcome their barriers is found to be insufficient in meeting their needs.
Our SENCO, Mr Reeves working alongside class teachers, oversees all SEN provision, different approaches to teaching and alongside class teachers, monitors progress of any child requiring additional support across the school to ensure the right support is put in place each child. The SENCO will advise staff on how to help each child, arrange additional training if necessary and well as liaising with other professionals. Children's needs will be frequently reassessed regularly in order to ensure that the provision is suitable and supports every child's development.
Children with SEND have their provision planned. Parents are invited into school to review and discuss support and progress with Teachers and the SENCO. The effectiveness of the support and interventions and their impact on the pupil's progress will be reviewed. The class teacher, working with the SENCO, will revise the support in light of the pupil's progress. If a pupil does not make expected progress over a sustained period of time, school will consider involving specialists referring to Kent Local Offer and External agencies such as the Pod (NHS Therapies Services) and Thanet Inclusion Support Services (TISS).