For most children, High Quality Teaching will meet their needs and make sure that they make good progress towards their goals:

• Consistent, high quality teaching which is monitored by the Senior Leadership Team (SLT)
• All staff use the TPP approach (Trauma Perceptive Practice) to establish professional, supportive relationships with pupils and their families.
• Differentiated curriculum, delivery and outcomes i.e. changing activities to meet the needs of children
• A rich classroom learning environment with exciting topics and real life experiences.
• Use of ICT to enhance and support learning
• Whole class and school reward systems, as well as individual systems where necessary alongside positive behaviour strategies
• Written and verbal feedback to help children’s understanding and move onto the next step in their development
• Structured school timetables and class routines
• Carefully planned, flexible interventions or tuition to address gaps or extend understanding (i.e. additional activities or programs to boost skills in one or more areas)

If a child is not progressing in spite of High-Quality Teaching, they will be monitored so we can decide whether they need extra support that is ‘different from and additional to’ that provided to all pupils. This concern may be raised through termly ‘Pupil Progress Meetings’ or as a part of assessment and observations by the class teacher. A child may also be monitored following a worry expressed by a parent or a medical diagnosis. Class teachers let the SENCo know if they are monitoring any children for additional needs in their class and a One Page Profile may be created if this is deemed necessary.

If your child has not made expected progress, and is assessed as having a Special Educational Need, additional support will be given. We will also invite you in to talk about this.

There are 4 broad categories of special educational needs:

– cognition & learning
– communication & interaction
– social, emotional and mental health
– sensory and/or physical

We receive information from your child’s pre-school before they join us in EYFS, or from their previous school if they join at another time. Formal assessments are carried out termly and children’s progress is constantly monitored by their class teacher and senior teachers.