We aim to provide a stimulating learning environment across the whole curriculum, which maximises individual potential and ensures that pupils of all ability levels are well equipped to meet the challenges of education, work and life.
We aim to ensure each individual’s needs are met, whether academic, social and emotional, or medical. This may be in mainstream classrooms, Nurture or in the Special Unit, but may occasionally be a combination of these.
We aim to:
• Ensure additional needs are met appropriately and affectively.
• Encourage all students to experience meaningful success to develop individual confidence and a positive attitude.
• Ensure that all students, whatever their additional requirements, receive appropriate educational provision through a broad and balanced curriculum that is relevant and differentiated and that demonstrates coherence and progression in learning
• Identify, assess, record and regularly review children’s progress and needs.
• Work collaboratively with children, parents, other professionals and support services in supporting all stages of a child’s development or needs.
We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children.
• Additional Needs provision is an integral part of the school’s work. Necessary provision is made for students with Additional Needs.
• Staff have regard for the requirements of the Additional Needs legislation
• Parents are notified if the school decides to make additional educational provision for their child.
• The governing body, and the school as a whole, are involved in the development and monitoring of this policy.
• Children are taught in groupings that allow them all to experience success;
• Children have a common curriculum experience that allows for a range of different learning styles;
• They include students with Additional Needs in the classroom and to provide an appropriately differentiated curriculum, drawing on the support of the Additional Needs Co ordinator for advice on assessment and strategies to support Inclusive Practise.
• They provide feedback to parents and carers of students with Additional Needs.
• They make themselves aware of this policy and the procedures for identification, monitoring and supporting students with Additional Needs.
Additional Needs Provision:
• When the attainment of a child falls below the expected level or requires additional social, emotional support, teachers enable the child to succeed by planning work and support that is in line with that child’s individual needs in consultation with the Additional Needs Co ordinator.
• Children who need to be monitored are placed on a Record of Concern, with the consent of the Carer.
• If they do not improve, they are then placed on School Action, and have termly targets (IEPs).
• These are shared with the Additional Needs child and their parent or carer.
• Further actions include being placed on School Action Plus, and occasionally, Higher Level Needs.
Working With Parents:
Positive parental and carer involvement is important for the success of all children. Parents are given the opportunity to express their views, be active in decision making, and participate in their child’s education at review meetings, parent evenings and induction meetings.