Goffs Oak Primary and Nursery School
Appendix A
Pupils who have Special Educational Needs and Disabilities
Introduction
There is a range of different additional needs in our school and some of these pupils join our school with a diagnosis already in place (and additional support) or we might identify these needs and work with the parents to seek a diagnosis and provide additional support. The definitions of special educational needs and also disabilities are defined below. A pupil might have a special educational need and no disability or vice versa.
It should be noted that the Special Educational Needs and Disability Code of Practice (DfES,2015) is the most up to date government policy in use. These definitions and the contents of the document remain effective until such time as a new policy gets published.
Definition of Special Educational Needs
Pupils within our school may be identified as having a special educational need.
Definition of disability
Pupils in our school may have a disability.
Aim for pupils with Special educational needs or disabilities
We aim for pupils who have a special educational need or disability to be fully included and appropriately supported within our classrooms.
Objectives
In addition to the Inclusion Objectives we achieve the aim of this appendix through our objectives:
- To indentify and respond to any additional needs children might have
- To monitor and review progress regularly and effectively
- To involve parents and pupils with the management of an Individual Education Plan (IEP)
- To plan and teach an appropriate curriculumfor all pupils
- To create an environment in which pupils feel valued and confident in themselves, and are able to organise, maximise and evaluate their own learning
- To provide additional support to pupils needing it
- To ensure SEN funding and staffing are appropriately distributed across the needs in the school
- To ensure that staff attend relevant training through INSET and CPD opportunities
- To ensure that subject leaders allocate resources across the spectrum of need ensuring availability
- To ensure CAF’s are in place if appropriate.
- To submit requests for Statutory Assessment and hold annual Statement reviews thereafter.
Teaching and Assessment
In our school staff work to help pupils who have special educational needs and/or disabilities through a variety of means:
Make any reasonable adjustments are made for pupils
Provide learning activities which enable all pupils to make progress and experience success at a rate appropriate to the individual
Implement IEP targets and regularly set and review targets
Plan an appropriate differentiated curriculum and with effective methods and approaches for those pupils with learning difficulties
Provide learning activities which enable all pupils to make progress and experience success at a rate appropriate to the individual
Regularly assessing pupils progress against NC levels (or the P-Scales if they are working below level WC)
Regularly assessing pupils progress towards IEP targets
Setting up and monitoring of intervention groups within their class (e.g. for literacy or maths)
Specialist Facilities in our school
- Disabled toilet equipped with a changing bed, hoist, toilet and sink;
- Ramps and widened door opening from Nursery to Year 2 to ensure complete wheelchair access. (No ramp in Y1)
- Ramp in the hall to access KS2 through Year 5;
- Flat site outside, all at ground level;
- Soundfield system available in four classes (Y1, Y2, Y5, Y6).
Staffing
Support teaching is provided for children with SEND as appropriate, taking into accounts the individual needs of a child as well as other needs across the school. Training is provided for teachers, teaching assistants or Midday Supervisory Assistants as necessary.
Management of SEND
This is detailed within the main Inclusion Policy.
Additional support for pupils with SEND and their teachers
We work with a range of external agencies and professionals. This support can be sought from external agencies following discussions with the parents, class teacher and Inclusion Leader and the completion of the relevant referral forms.
This appendix should be read in conjunction with the main inclusion policy, the other appendices within it as well as other policies relevant to the teaching and learning of pupils in our school.
Written by: Rebecca Watt
Inclusion Leader
Updated: Jan 2016 by Ben Hemmings – Deputy Head
Appendix B
Pupils who speak English as an Additional Language
Introduction
Some pupils in our school might speak more than one language. With some pupils, English is the primary language used but on other occasions English is in addition to another language the pupil speaks. For some of these pupils they will have particular learning and assessment needs which are linked to their progress in English as an additional language. Pupils who are learning English as an additional language frequently have skills and knowledge about language similar to monolingual English-speaking pupils and they might be able to participate in the curriculum better than they can communicate it to us. Speaking English as an Additional Language is not a special educational need and pupils should not be considered as such.
Aim for Pupils who speak English as an additional language
We aim for pupils who speak English as an additional language to be fully included and appropriately supported within our classrooms.
Objectives
In addition to the Inclusion Objectives we achieve the aim of this appendix through our objectives:
- To seek advice and support from the relevant Local Authority team
- To adapt classroom materials to be bi- or multi-lingual
- To promote the importance of the pupil’s main language and culture
- To work with parents to support the pupil in school
- To encourage pupils to transfer their knowledge, skills and understanding of one language to another
- Build on children’s experience of using language at home and in the wider community to develop their use of English and other languages they speak.
Teaching and Assessment
In our school the staff takes action to help pupils who are learning English as an Additional Language through a variety of means:
Ensure that vocabulary is displayed and covers technical and topic as well high frequency words, metaphors and idioms
Explanation and modelling of how speaking and listening in English are structured for different purposes across the curriculum
Provide a range of reading materials that highlight the different ways English is used
Ensuring that there are frequent and effective opportunities for talking and this is used to support writing
Using a variety of texts and materials that are appropriate to the pupil’s ages and levels of achievement
Providing support through ICT, DVD or audio materials, dictionaries or translators
Ensuring that the children can access the EYFS or NC and produce work in line with their peers
Working with and using the advice from advisors from the Local Authority
Ensuring that children are not withdrawn from core subjects in order to receive support
Following the current guidance for the statutory assessment (SATS) of the NC and make appropriate arrangements for pupils learning English as an Additional Language (this might include providing translations of words or phrases for some of the tests)
This appendix should be read in conjunction with the main inclusion policy, the other appendices within it as well as other policies relevant to the teaching and learning of pupils in our school.
Written by: Rebecca Watt
Inclusion Leader – September 2012
Updated: Jan 2016 by Ben Hemmings – Deputy Head
Appendix C
Pupils who are Gifted and Talented
Introduction
Some pupils in our school might be working at a level higher than the majority of the class or above the national-age expectations. The numbers of pupils considered to be in this category can vary between classes. The individual strengths of a pupil may change as he or she progresses through the school. Some pupils might exhibit these higher abilities in one or across a number of subjects.
Aim for Pupils who are Gifted or Talented
We aim for pupils who are gifted or talented in one or more subjects to be fully included and appropriately supported within our classrooms.
Objectives
In addition to the Inclusion Objectives we achieve the aim of this appendix through our objectives:
- To creating an atmosphere where there is encouragement and appreciation of success
- To recognise pupils’ achievement through various incentive and reward schemes
- To have a high level of commitment by the Senior Management Team and all other staff to provision for more able pupils
- To actively encourage pupils to think for themselves
- To provide challenging, in depth tasks within the normal curriculum and opportunities for extended work
- To assess pupils using the appropriate methods and act on the assessments
- To provide extra-curricular activities which enable the children to broaden their knowledge and interests
- To seek advice and support from LA advisors for pupils who are gifted and talented.
Teaching and Assessment
In our school the staff take action and use a variety of strategies to help pupils who have been identified as gifted or talented in one or more subject areas:
Grouping by ability within the normal classroom setting
Establishing mixed ability groups with a more able pupil in the leadership role
Organising extension material that will challenge these pupils
Pupils’ needs are addressed through assessment and differentiation
High expectations of pupils’ achievements
Encourage pupils to think for themselves, to ask questions and to contribute ideas
Ensure the learning environment is stimulating
Having a good understanding of the subject
Using a variety of pace, teaching style and classroom organisation
Clustering objectives together as more able pupils are likely to be able to work at more complex tasks, which combine objectives
Applying objectives in different contexts and asking them to use or apply their understanding in less familiar contexts so it can increase pupils grasp of objectives
Making an objective more demanding. The work through which an objective is taught may have greater complexity or abstraction to challenge able pupils
Where there is a clear line of progression, objectives from one or more subsequent years may be used
Encouraging children to work independently. This includes setting their own tasks working with minimal support and extending ideas on their own
Making understanding explicit, reflecting on and evaluating what has been achieved
Open ended questions as well as higher order thinking questions and those of a philosophical nature
Acknowledging and catering for the fact that pupils learn in different ways
This appendix should be read in conjunction with the main inclusion policy, the other appendices within it as well as other policies relevant to the teaching and learning of pupils in our school.
Written by: Rebecca Watt
Inclusion Leader – September 2012
Updated: Jan 2016 by Ben Hemmings – Deputy Head
September 2012Inclusion Policy