We are a fully inclusive school who place great importance on the progress and achievement of all of our pupils, including those who require additional support and those who require a little more of a challenge to meet their potential. We are fully wheelchair accessible and have ramps to the playgrounds as well as pathways over the fields to the Green Wood area. Children with Special Educational Needs or Disabilities are supported in school, usually with an Education, Health and Care Plan which provides additional staffing to work alongside them and guide them through the daily routines.
We also employ two part-time teachers to deliver booster sessions in English and maths to children in Key Stages 1 and 2 on a daily basis and this is funded from our Pupil Premium monies. We also operate completely bespoke interventions in all classes as well as reviewing our updated IEPs regularly to best meet the needs of our pupils, whilst challenge for the more able in every subject area forms a key component of our classroom provision and monitoring in school by subject leaders and senior leaders.
In addition to teachers personally ensuring high quality teaching is delivered within their classrooms, we have developed a nurturing culture of booster groups in all year groups. We run weekly interventions for reading, writing and maths in every cohort and these interventions are always fully bespoke to meet the needs of our pupils. Our teachers plan around the needs of the children in order to deliver the most effective interventions possible and we do not rely on best fit schemes to help our children to catch up. Intervention successes and next steps are discussed following the sessions between teachers and their support staff and this information is used to inform future intervention pans, all of which are monitored on a weekly basis by our SENCO.
Our interventions are delivered by dedicated and positive support staff within a culture that balances support and nurture with challenge and expectation for all children - we expect all of our pupils to progress with the right support and we are very proud of the work our teaching teams put into planning, delivering and reviewing our bespoke interventions. We believe interventions should be a safe and engaging place where children can receive the additional support they need, not a stigmatising or negative environment that is dictated by a scheme of work that may not directly address their individual support needs. Interventions are observed by senior leaders in the same manner as teachers' lesson observations and we operate a culture of peer observation where support staff can watch one another deliver interventions in order to share best practice throughout school.
For children requiring a little extra help on top of classroom provision and intervention work, we have developed a system of personalised 1:1 support in all of our classes in the form of ‘Individual Education Plans’, or ‘IEPs’. Sessions are delivered on a one to one basis in short, regular intervals to help children learn 'a little, often' and can last from ten to twenty minutes depending on the age of the pupil involved. Targets are always tailored to the needs of individual children and are always written in child friendly language as we believe the IEP is a learning partnership between school, children and families. We believe children should be aware of what their targets are and that these targets should be short-term, clearly worded and realistically achievable. This way, children can meet their targets quickly and take pride in regularly seeing their own achievements for themselves.
Each target is always a specific academic or behavioural 'skill' to be acquired in order to allow pupils to understand what they are aiming towards. Families are made fully aware of how our school will help their child to meet their targets, what we expect the child to do in order to meet their targets and what is required from home in terms of working together with school in order to help their child meet their targets. IEPs are sent home after every review, where successes and next steps are explained to families by class teachers, and these reviews take place whenever they need to - we don't wait until the end of term if a child is ready to move on and our IEPs are constantly updated to help children develop at their own rate. IEPs are created in July for children by their current teachers and then passed onto colleagues to ensure that support is in place for every child requiring it as soon as the school year begins in September in order to maximise the support available to our pupils.
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