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.
Our cookies ensure you get the best experience on our website.
Please make your choice!
Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:
A 'sessionid' token is required for logging in to the website and we also use a 'crfstoken' token to prevent cross site request forgery.
We use Matomo cookies to improve the website performance by capturing information such as browser and device types. The data from this cookie is anonymised.
Cookies are used to help distinguish between humans and bots on contact forms on this website.
A cookie is used to store your cookie preferences for this website.Cookies that are not necessary to make the website work, but which enable additional functionality, can also be set. By default these cookies are disabled, but you can choose to enable them below: