Children meet their new class teacher for an afternoon prior to the summer break. For children moving from Full time Foundation to Key Stage one a series of story time sessions are arranged in the summer term. All children in school complete the SEAL topic on Changes to prepare them for the new academic year. Where children with a Statement of Special Educational Needs have worked with a dedicated teaching assistant this member of staff will move with the child for a settling in period.
Two pupils from each of the key stage one classes are represented on the School Council. Class Council meetings are held every two weeks giving pupils the opportunity to raise any ideas or concerns they have. Circle time is held weekly through our PSHE lessons allowing time to discuss topics relating to personal, social and emotional areas of development
Termly parent/carer meetings are held through the school year where pupil progress is discussed with the class teacher. This is an ideal opportunity to raise any concerns you or the class teacher may have about your child’s development. We operate an 'open door' policy welcoming parents into school at the beginning and end of the school day to discuss any concerns or problems. Sometimes, if necessary, an appointment may need to be made to discuss problems in more detail. Reading diary homework diary.
Key Stage One Interventions
Interventions are put in place if pupils are found to not be making expected progress in areas of the curriculum. We have staff in Key Stage One who are trained to deliver interventions in the following areas.
The inclusion policy outlines the way the school meets the needs of pupils who experience barriers to their learning, which relate to sensory or physical impairment, learning difficulties or problems concerning social or emotional development. If there are any concerns relating to a pupil’s progress this will be closely monitored by the class teacher and SENDCo (Special Educational Needs and Disability Co-ordinator) Mrs. K. White. Suitable interventions will be put in place in class to support the pupil, this maybe through specialised resources or specific programmes. After consultation with parents pupils will be placed on the school's SEN register to allow careful monitoring of their progress.Pupils will have a 'Provision map' detailing targets and strategies to help pupils progress. It may be necessary to refer for assessment by and intervention from external agencies such as Speech and Language therapists to seek additonal help and support for the pupil. This will be done after consultation with parents.
Key Stage One Resources
In addition to the usual resources we have in class, there are some specialised resources that may be used to support a pupil who may be experiencing difficulties, these may include:
All areas of school comply with the The Special Educational Needs and Disability Act 2001. Appropriate modifications have been made to the environment so that all pupils are able to access all areas of school. Children are not placed in demountable classrooms if hearing impaired or suffering from a medical condition that necessitates being close to the main school building.
Training and Qualifications
Teachers in school work closely with the SENDCo who provides training updates through staff meetings. External training is also provided through courses offered by Telford and Wrekin authority. All staff have training in Speech and Langauge difficulties, Autistic Spectrum disorders and Dyspraxia. In Key Stage One we have staff trained in the following areas:
Progress and Monitoring
Class teachers and the school's SENDCo will meet termly to discuss the pupils on the schools SEN register. Old targets from the pupils provision map will be reviewed and new targets will be set for the following term. Parents and carers will be given a copy of each provision map made so that targets can also be worked on at home. At the end of the academic year class teachers pass on relevant information and intervention and provision maps to the new class teacher.
Teachers plan daily lessons to meet the needs of all pupils in their classes, teachers also plan additional provision for small groups that will work with the support of a teaching assistant. Children with Statements of SEN1:1 will receive support from an allocated TA for part of the day.
The class teacher will facilitate access to learning through the appropriate differentiation of tasks and activities and also through the provision of specialist equipment or modified resources where necessary. We make use of use of VAK (visual, auditory and kinaesthetic) approaches throughout the curriculum to support different learning styles. Our teaching is supported through the Implementation of specifically tailored support strategies and programmes e.g. devised by Speech and Language therapist.
Strategies to support/ develop numeracy
Strategies to support/develop literacy