Children with Special Educational Needs
Curriculum planning and assessment for pupils with special educational needs takes account of the type and extent of the difficulty experienced by the pupil. Teachers encounter a wide range of pupils with special educational needs, some of whom will have disabilities. In many cases, the action necessary to respond to an individual’s requirements for curriculum access is be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school- based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice or, in exceptional circumstances, with a statement of special educational need. Teachers, where appropriate, work closely with representatives of other agencies who may be supporting the pupil. We provide access to learning for pupils with special educational needs by:
a. Providing for pupils who need help with communication. Language and literacy
b. Planning, where necessary, to develop pupils’ understanding through the use of all available senses and experiences
c. Planning for pupils’ full participation in learning and in physical and practical activities
d. Helping pupils to manage their behaviour effectively and safely and, at key stage 3, to prepare for adult life
e. Helping individuals to manage their emotions, particularly trauma and stress, and to take part in learning
Children with disabilities
• Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids, which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the school curriculum. Potential areas of difficulty are identified and addressed at the outset of work, without recourse to formal provisions for disapplication.
• The school takes specific action to enable effective participation of pupils with disabilities by:
a. Planning appropriate amounts of time to allow for the satisfactory completion of tasks
b. Planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum
c. Identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.
Children with English as a Foreign Language
It is our belief that all teachers are responsible for assisting EAL pupils in their language development. Activities which allow EAL pupils to work on tasks with peers who have English as a first language will enhance their language and social development.
Our main aim is for all EAL children to become confident in listening, speaking, reading and writing so that they can access the curriculum and communicate effectively with peers and adults. We will identify individual pupil’s needs; recognise the skills he/she brings to school and ensure that he/she is able to access the curriculum to the best of his/her ability. Whilst account is taken of EAL development, the school aims to set appropriate and challenging targets for individual pupils which are reviewed on a regular basis.