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
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.
The main methods of provision made by the school are:
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
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.