Summary of Provision for Children with Additional Needs
For all pupils at Throckley Primary School who have an additional need we:
- Value and recognise the expert role families play in their pupil’s lives and work closely in partnership with them.
- Employ an Inclusion Manager (Special Educational Needs Coordinator) to lead on SEN provision across the school with the support of another two experienced teachers.
- Deliver high quality teaching, adapting the curriculum and our resources to ensure pupil can access the learning. (View our Ofsted Report)
- Use pupil-friendly targets and needs-based individual support plans (ISPs). We involve pupils (where age appropriate), parents and staff to write, implement and review them.
- Assess and review the learning of our SEN pupil, using that information to inform future planning and teaching
- We produce individual provision maps (IPMs) to support the pupil’s needs.
- Provide teaching assistants across the school to work with SEN pupil and also, importantly, support other pupils so that the class teacher has more opportunities to work with the SEN pupils.
- Hold regular pupil progress meetings for teachers and teaching assistants with the Inclusion Manager, to review pupil, interventions and resources and to adapt provision where necessary.
- We support our families with pupil with SEN, formally through review meetings and informally through our “open door” approach. Families are also advised of other services and organisations which may offer further advice and support.
- Seek support and advice from outside agencies such as: SENTASS, Community Paediatrics, CYPS, Speech and Language Therapy and the Educational Psychology Service etc. to ensure each child’s needs are fully identified and understood and to learn from specialists how best to support our SEN pupil.
- We evaluate intervention groups and strategies on a termly basis.
- Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
- Use ICT (both hardware and software) to promote access to the curriculum.
- Whole school policies such as those for behaviour, anti-bullying and SEN are evaluated on a regular basis with a focus on the impact upon pupils with SEN (Read our SEND Policy).
- Ensure our school activities and trips, as far as possible, are accessible to all SEN pupils. Activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
- Hold twice yearly review meetings with families for pupil with a higher level of SEN.
- Provide on-going training to teachers and teaching assistants in meeting pupils’ needs in the classroom.
- Liaise closely with secondary schools at transition times to ensure SEN pupil information is clearly communicated and recommendations heard so that the move to secondary school is as smoother as possible.
For pupils who have a higher level of additional need, in addition to all the above, we provide a key worker:
- To support the pupil to work on their individual targets.
- To support access to the curriculum
- To provide pastoral support.
- To deliver specific targeted interventions where necessary.
Specific provision is also provided for different areas of need. The tables below explain some of the details of support; however this is not a comprehensive list. If you require further information we would urge you to contact the school or arrange a time to visit and have a look around our provision.