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Introduction

At Girnhill Infant School we provide teaching and learning which enables all children to gain access to a broad, balanced and appropriately differentiated curriculum. We strongly believe in the role of Quality First Teaching and Curriculum Entitlement for all children.

Our aim is to ensure all children are supported in order that they may work confidently towards reaching their full potential. The Principles of the Special Educational Needs Code of Practice 2014 set out the following guidance:

  • A child with special educational needs should have their educational needs met
  • The views of the child should be sought and taken into account during any decision making
  • The early identification of children’s needs and intervention to be put into place to support them
  • A greater choice and control for young people and parent’s support
  • Collaboration between Education Health and Social Care services to provide support
  • High quality provision to meet the needs of children with SEN
  • Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education (5:1)
  • To become confident individuals living fulfilling lives

Girnhill Infant School is an inclusive school and may offer the following range of provision to support children with Special Educational Needs and Disabilities.

 

Intervention

Strategies/programmes to support speech and language

  • We will refer children and support children to access the Speech and Language service and work with the professionals to follow programmes adapted for the child.
  • We use Makaton signing to support communication when appropriate

 

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

  • We support any referrals to these services and work with the professionals to provide resources as required or implement programmes as needed.
  • We deliver ‘It’s in the bag’ programme, when appropriate, this focuses on the development of fine and gross motor skill coordination.

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • We operate an open door policy whereby parents/carers can speak to their teacher or key person before the start of school or at the end of the day, on the telephone or at a more convenient time for teacher and parent.
  • During the transition of children from Infant to Junior School we visit the school with the children and where appropriate create Transition Plans so that the child can meet their new teacher, setting and understand the changes to their school life. We also do this during the year if a child in any cohort is moving schools to ensure that the transition is smooth and that the new school is fully supported with meeting the needs of the child.
  • We hold INSPIRE Mornings for parents. This gives you an opportunity to come and work with your child and see how well they are working at school.
  • We have a Learning Mentor who will support children to reduce anxieties and develop their self-esteem through well planned support.
  • Newsletters are provided to parents so that they are aware of what is happening in school and providing them with a topic overview each to inform them what their child will be learning.

 

Strategies to support/develop literacy

  • The environment (inside and outside) is set out to provide plentiful opportunities to support early literacy.
  • We teach the Letters & Sounds programme from phase 1 up to phase 5 from Nursery into KS1.
  • We encourage children to read regularly at home and in school to support their phonic and de-coding skills as well as teaching them strategies to understand what they have read.
  • We deliver the Fisher Family Trust reading intervention that focuses on the development of children’s reading.
  • We have an Early Birds intervention for Literacy to develop a children’s reading ages to bring it in line with their chronological age. The programme focuses on reading skills. It builds upon the foundations of Letters and Sounds and teaches children strategies to become independent readers.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.

 

Strategies to support/develop numeracy

  • We believe the use of Numicon provides a firm grounding in their understanding of number and quantity.
  • We offer an opportunity for parents to attend ‘Nutty about Numbers’ sessions in nursery so that they understand how we teach mathematics in early years.
  • We have a range of resources that support children in accessing the mathematical curriculum.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.

Strategies to support /modify behaviour

  • We adopt School Rules which are the ‘3 Ls’. Children are aware of the ‘3 Ls’ and these are displayed in every classroom. Children also have the opportunity to gain marbles in a jar for good learning behaviours and these are counted and the class with the most is celebrated at the end of the week as part of a whole school assembly.
  • Growth Mindsets are used to encourage a ‘can do attitude and to encourage children to preservere with their learning. These are modelled by all adults and are displayed in all classrooms.
  • Inappropriate behaviours are addressed immediately and strategies agreed with parents.
  • We adhere to a behaviour policy which is available to parents and are happy to talk through strategies as the need arises.

 

Provision to facilitate/support access to the curriculum

  • We plan a personalised curriculum as appropriate.
  • We adapt resources and the environment as required with the support of appropriate professionals.
  • The school provides a teaching assistant for each year group in order to further support the children’s learning and access to the curriculum

 

Strategies/support to develop independent learning

  • Children are supported in their journey to independence through carefully planned activities and support from the appropriate professionals.

 

Support/supervision for personal care

  • Additional lunchtime supervisors are employed as required in accordance to needs.
  • Additional educational support assistants can be employed to support the individual programmes that may be required for children.

 

Planning and assessment

  • Staff plan in accordance with the National Curriculum and Early Years Framework to ensure all children’s needs are met through the curriculum delivery.
  • Differentiated tasks allow children to achieve their own potential.
  • Assessments are completed by teaching staff during regular intervals to measure the rate of progress and identifies the key areas that require further support.
  • Assessments by teaching staff are moderated in school and externally.
  • Our tracking systems enable us to monitor the progress of children accurately.

 

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Our Headteacher and SENCO have overall responsibility for liaison with all necessary parties so that lines of communication are maintained.
  • ‘Learner Profiles’, ‘Supporting Me To Learn’ and ‘Target Cards’ are drawn up when appropriate and targets are shared with parents/carers and the child. They are encouraged to contribute to these.
  • For children who may need further support a ‘My Support Plan’ is completed by the SENCo and parents. The SENCO is the lead professional co-ordinating the plan of support.
  • For children with an Education, Health and Care Plan (ECH), formerly known as a Statement of SEN, then the SENCO will arrange annual reviews providing parents with an invitation to attend the meeting and place their views about their child and their needs during the meeting.
  • Teaching staff members will hold two parent’s evenings during the school year to update you on progress and support that your child receives.
  • Annual reports are provided about your child’s progress.
  • Access to Medical Interventions. Parents liaise with their GP and staff are trained as necessary by the appropriate medical professional.

Contact Details

If you have any concerns regarding your child then please do not hesitate to make an appointment to speak with the class teacher, Headteacher (Mrs Jane Littlewood) and/or SENCO (Mrs Ann Lowe). All staff will listen to your concerns or questions and staff will be able to offer you advice.

 Please see the documents below:


  • Part of:Inspire
  • Aspire Teaching School
  • National Teaching School
  • Accredited by Quality in Play
  • National Support School