7. HOW WE MAKE SURE THAT CHILDREN WITH SEN/D ENJOY A BROAD AND BALANCED CURRICULUM?
We provide a curriculum that is broad, balanced, motivating and accessible to all children. We want our exciting curriculum to be one of the many reasons our children love coming to school! We work hard to ensure that all of our children achieve in lots of different ways as well as academic learning – for example, in drama, sport, music, dance, showing leadership and taking on responsibilities.We encourage children with SEND to play a full part in the life of our school. Many of our Playground Friends and School Councillors have a special educational need and taking this responsibility is helping them to communicate more confidently with other children. We arrange educational visits and journeys and make sure that all of our children can take part. We do a risk assessment and when necessary make reasonable adjustments* to plans and arrangements.Our Provision Map* shows additional specialist interventions* to accelerate children’s progress in, for example, reading, writing and mathematics: we choose these after looking carefully at the research on “What works?”.These sessions run for a limited time – usually 6 weeks, frequent and short – for example, two or three twenty minute sessions a week. They are well taught by a trained teacher or learning support assistant (LSA).
Our SENDCO monitors the quality and effectiveness of these interventions every half term. For example, we measure a reading level at the start of a reading intervention and then assess progress over time and levels of attainment. If a child is not making sufficient progress and/or is falling short of national expectations we will consider other forms of support in discussion with you and your child.
We also adapt the curriculum to include children with SEND, for example:
Additional staff provide support for learning in the Classroom and sometimes in small groups away from the main part of the lesson for a short period of time. These staff include:
FREQUENTLY ASKED QUESTIONS – OUR CURRICULUM
What happens if my child is not making progress in reading? Is there any extra support?
We provide additional support through a variety of approaches. These include targeted literacy support in the classroom and in one to one and small group teaching sessions. We always consult you when we are planning to do this and we report when it starts and report back on your child’s progress. If you are worried about your child’s progress we would recommend talking to your child’s teacher as a first step.
Will there be someone in the school who understands my child’s needs as soon as he/she starts?
As soon as we know that a child is coming to our school with needs requiring new expertise we make a plan to develop that expertise and provide relevant ongoing training.
The Head Teacher always offers a second more detailed meeting with you and a member of the Inclusion Team. From here a plan is formulated with you as to how Carlton will meet your child’s needs. Depending on the child’s level of need a team around the family (TAF)* meeting may need to be called in advance of their start date to ensure the correct provision and information is transferred from their previous provision.
Will my child miss out on important lessons in the classroom if they are taken out for an intervention?
We will always try to make sure that a child does not miss important parts of a lesson – for example, with the agreement of the child and parent we will run some lessons early morning or during an assembly. We don’t run any interventions before 12.00pm to ensure children don’t miss reading, writing and maths lessons.
How will my child get involved in extra-curricular activities?
The curriculum includes a wide variety of clubs and activities that take place before and after school and we monitor the attendance and access of our most vulnerable children at these activities. If a child needs help to get involved we provide that help. We ask our children what they would like us to provide and try to ensure these clubs are provided by the school.
My child has a SEN statement and works very slowly. Are there any special arrangements to support him during the SATs?
Yes, with advice from our Educational Psychologist, we provide specially tailored access arrangements to ensure that he will be able to show what he knows and can do.