Transitions
Before transfer to Key Stage two all pupils meet with their new class teacher for an afternoon. Teaching staff meet together to discuss their class with the previous class teacher and SENDco to ensure that the new teacher understands all of the children's learning needs. In Year 5 pupils attend the local secondary school, Lakeside Academy to for a secondary "experience" day. As pupils reach year 6 Secondary school transition days are attended by pupils. Year 7 teachers from our feeder secondary schools come into school to meet with the pupils and to have discussions with the current class teacher.
Pupils Voice
Within Key Stage two we have an active school council where two children from each class attend whole school Council meetings once a month. These school councillors report back to the class and with the class council decide on the agenda for the next school council meeting. In Year's 5 and 6 pupils take part in a 'Class Speaker ' project where pupils are given a forum to express themselves.
Parents Voice
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. Pupils have Reading and Homework diaries that parents are encouraged to add comments to.
Key Stage Two 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 Two who are trained to deliver interventions in the following areas.
SEND Procedures
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 may be through specialised resources or specific programmes. Following consultation with parents, pupils will be placed on the school's SEN register to allow careful monitoring of their progress.If needed an assessment by and intervention from other services such as a speech and language therapist or occupational therapist would follow referral by the SENDCo. This would be followed by the implementation of an individual intervention programme by allocated school staff. At the end of the academic year class teachers pass on relevant information and intervention and provision maps to the new class teacher.
Key Stage Two 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:
Accessibility
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 neccessitates 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 Two we have staff trained in the following areas
Progress and Monitoring
Class teachers and the schools 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.
Curriculum Support
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 kinaestheitic) approaches throughout the curriculum to support different learning styles. Our teaching is also supported through the Implementation of specifically tailored support strategies and programmes e.g. devised by Speech and Language therapist.
Strategies to support/ develop numeracy