How will the curriculum be matched to my childs needs?

SEN Offer

How will the curriculum be matched to my childs needs?

We ensure that all children who have special educational needs are met to the best of the schools abilities with the funds available.  We will often allocate Teaching Assistants who may be funded by the SEN budget to deliver programmes designed to meet groups of children’s needs.  The budget is allocated on a need and provision basis.

All learning within the classroom is pitched at an appropriate level so that all children are able to access according to their specific needs.  This often means that learning will be differentiated at different levels and will incorporate individual strategies to support individual needs.  This will help children to access the learning which ever level they are working at and is referred to as Quality First Teaching.

Assessment

At our schools we recognise the impact of assessment to inform planning and provision for children with SEN.

  • Throughout the identification and assessment process, parents/carers are kept informed.
  • Through half-termly tracking meetings, we closely observe the progress that all children achieve and support any child we believe may be experiencing difficulties – including those children who need emotional and behavioural support.
  • We ensure that children with additional needs are appropriately involved at all stages taking into account their levels of ability and understanding.
  • To monitor the impact of interventions and support in place to ensure that pupils are closing the gap within their learning.

Identification of Children with SEN

In recognition of the Early Years Foundation Stage Curriculum, pupils will be given the autumn term in Year 1 to make the transition to the National Curriculum. If pupils do not reach the National attainment of Level 1 by the end of this term, they will be placed on to P Scales and further assessment will be considered.

Monitoring Support

When a child is identified as having difficulties and receiving interventions that are additional or different from those provided as part of the usual differentiated curriculum, they will be identified on our Raising Attainment Plans. Teachers will provide Quality First Teaching (QFT) which includes differentiation, a range of strategies and support to ensure that the majority of pupils needs are met within the class curriculum.

SEND Support

If pupils’ needs are unable to be met through additional intervention, a request of help from external support services is likely to follow. This decision will be taken by the SENCO and colleagues, in consultation with parents, at a meeting to review the child’s individual targets. This will ensure that effective provision is in place, designed to prevent the development of more significant needs.

Statement/Education Health Care Plan

For a very few pupils the help given by schools through special needs may not be sufficient to enable the pupil to make adequate progress. It will then be necessary for the school, in consultations with the parents and any external agencies involved, considering the initiation of a statutory assessment. A statement/EHC is a legal document that will outline targets set and strategies to meet these targets will be set out in an IEP.

Copdock Primary School

School Hill, Copdock

Ipswich, Suffolk

IP8 3HY

Tel: 01473 730337

admin@copdock.suffolk.sch.uk

Bentley CEVC Primary School

Church Road

Ipswich, Suffolk

IP9 2BT

Tel: 01473 310253

admin@bentley.suffolk.sch.uk

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