Children’s progress at school is regularly monitored and parents are kept informed at parents meetings. If we feel that children require additional support, we will arrange a meeting between the class teacher and the child’s parents to discuss our concerns. If you, as the child’s parents have any concerns then you can also request a meeting to discuss the next steps.
If a child needs help over and above that which is normally available within the curriculum differentiation, the class teacher and Learning Support Assistants will provide additional support.
Additional support may include:
We also identify children who are making exceptional progress and additional challenges are provided for more able children. The school compiles a register of children who are considered to be gifted and/or talented. Parents are informed of this and will be invited to attend a meeting with the class teacher to discuss how the school is meeting these additional needs.
We aim to work closely with parents, involving them at all times in their children’s education.
Speech and Language Provision
Pupils in our speech and language provision all have specific speech, language and communication needs. Specialist staff in our speech and language provision work together to ensure that the curriculum meets the needs of all of our children. Parents who would like their child to be considered for a place in our speech and language provision should speak to their child's current school in the first instance. From September 2016, the admission arrangements to our speech and language provision were changed so that children no longer need an EHCP (Education and Health Care Plan) to access this support. Children will be remain on roll at their local school while attending our speech and language provision and staff from their local school will be fully involved in reviewing their progress during this time. Our aim is for children to return to their local school as soon as possible, usually after around four terms in our speech and language provision.
All pupils are treated as individuals and their needs are assessed accordingly. Pupils spend varying amounts of time in classes with their peer group depending on their needs. In this way, children benefit both from working in small groups with either a specialist teacher, LSA or speech and language therapist and working in a larger class situation.
Unfortunately not the ones with chocolate chips.
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