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IDENTIFICATION, SUPPORT IN SCHOOL AND MONITORING PROGRESS

IDENTIFICATION AND  ASSESSMENT

 

Early identification of children with additional needs is a priority. All teaching staff have an important role to play in helping with the identification and assessment process.

 

We use the following ways to identify where a child may have special educational needs

  • Ongoing observations of play and learning
  • Discussions with parents
  • Information from relevant outside agencies
  • Tracking of progress across the curriculum on a regular basis by the class teacher and the Senior Leadership team.
  • Screening and assessment tools

 

We recognise that many of our children have English as an additional language. We draw upon the skills and knowledge of many of our staff who speak heritage languages to input into the assessment process in order to correctly identify whether a child has an additional need.

 

SUPPORT

The main methods of provision made by the school are:

 

  • Quality First Wave teaching using a differentiated curriculum and a multi sensory approach to learning.
  • Every class has at least one Teaching Assistant assigned to them; this allows for in-class tailored support for children.
  • Provision of adapted resources and high quality ICT equipment.
  • High quality continuous provision areas within both the EYFS and Key Stage One, which allow children to access learning at their own pace and level of development
  • Creative design of intervention packages on half termly basis
  • Support from specialists within class or as part of an intervention programme.
  • Recommendations from external agencies are incorporated into daily provision for individual children.
  • Range of After School Clubs, carefully matched to children’s needs.
  • Daily Phased teaching of Maths and Phonics.

 

 

PERSONALISING THE CURRICULUM AND LEARNING ENVIRONMENT

Provision for children with special educational needs is a matter for the whole school. All teachers are teachers of children with special needs and the planning, teaching and assessing of these children takes into account their wide range of abilities and interests. The majority of children will learn and progress within these arrangements.

Our broad, balanced , differentiated  and creative curriculum at Pentland engages different learning styles, providing a platform for personalised learning and giving learners opportunities to think for themselves, be independent and take responsilibilty for their learning. This is done through a skill based curriculum.

 

Where a child whose overall attainment or attainment within any one of the curriculum areas fall significantly outside the expected range, consideration is given as to whether they may have special educational needs and may need additional support.

 

This support may be provided through an Individual Education Plan (IEP), which sets out a small number of actions and targets, matched to the pupil's needs.  These are discussed with parents on a half termy termly basis and acted upon in school.

 

 

ACTIVITIES BEYOND THE CLASSROOM

 

At Pentland we provide several extra-curricular activities, including:

 

*Multi-Skills Sports Clubs

*Art Club  

*ICT Club

*Karate Club

*Science Club

*Cookery Club

 

Some Clubs are targeted to children identified through termly tracking meetings, in response to identified needs.  Other clubs are open to all children in particular year groups.  All children are welcome to attend the clubs and any special provision to make them accessible will be discussed with you.

 

There is also a Breakfast Club run by the school.  This is open to all children.  There is a charge of £1.00 per session.

 

MEASURING PROGRESS AND IMPACT

As part of the Assessment cycle, pupils are set aspirational targets based on their starting points and the teacher’s knowledge of the child. Children with identified special educational need are set regular achievable targets which are clearly set out in their IEPs. We try hard to involve the children  in the target setting process, so that they understand their next steps.  These are reviewed half termly, with both children and parents.


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