More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.
Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.
The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.
South Stanley Junior School prides itself on being inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
We also support pupils through the the following interventions, engaging external professionals where required:
Social Emotional and Mental Health:
- Relax Kids
- Communicating with Children
- Nurture Group
- The Thrive Approach
Physical and Sensory:
- Fine motor skills development
Communication and Interaction:
- LEGO therapy
- Small group support
- 1:1 support
- Getting Along
- Social Stories
- Speech and Language link
Cognition and Learning:
- Small group support
- 1:1 support
- Magic Spelling
- Meemo
We also take the following actions in order to ensure pupil needs are met:
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Ensure that staff have regular training to respond to the specific needs of SEN pupils within school, and to develop their own knowledge in early SEN identification.
- Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- Identify, at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- Regularly review the policy, procedures and practice in order to achieve best practice.
- Differentiate our curriculum to ensure all pupils are able to access it, for example, by grouping, different levels of adult support, teaching style, content of the lesson, etc.
- Adapt our resources and staffing
- Follow the advice of professional recommendations, and use resources such as aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, visual cues to accompany verbal instruction.
