Teaching, Learning and the Curriculum

How We Support SEND

Rosa Street Primary School prides itself in being very 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.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • 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.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.

Many children, at some time in their school life, need extra help. We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn.

The class teacher alongside the SENDCO will discuss the child’s needs and what support would be appropriate with you as your views are very important to us. Different children will require different levels of support in order to bridge the gap to achieve age related expectations. This will be through on-going discussions with parents.

Our SENDCO will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

Types of SEND

At Rosa Street Primary School, we have experience of supporting children and young people with a wide range of need including:

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.   

Teaching, Learning and the Curriculum

At Rosa Street Primary School, we believe that inclusive education means providing all pupils with appropriate education and support 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. Our curriculum also includes the social aspects that are essential for life-long learning.

For further information you can view the Teaching & Learning Policy in the School Policies section of our website.

How we identify and assess children with special educational needs

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At Rosa Street Primary School, we follow a graduated support approach which is called “Assess, Plan,Do, Review”.

This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes.  Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.

Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

Children may be identified as having SEND through a variety of ways, this could be:

  • Child is performing below age expected levels
  • Concerns raised by Parent/Carer or after discussions with the individual child
  • Concerns raised by teacher e.g. behaviour or self-esteem is affecting performance
  • Liaison with external agencies e.g. Movement Difficulties Service
  • Health diagnosis through paediatrician/doctor
  • Information from a previous school

As a school we measure children’s progress in learning against national expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Reception through to Year 6, using a variety of different methods including age related expectations and the Early Years Foundation Stage Profile.

Children who are not making expected progress are identified through our assessment process and meetings with the Class teacher and SENDCO take place. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

This means that the Rosa Street provision goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from within a setting or require involvement of specialist staff or support services.

Our School has a Special Educational Needs and Disabilities Co-ordinator (SENDCO), Mrs Ashton, who is responsible for the management of provision and/or support for identified pupils with SEND. She supports teachers and other staff to enable them to provide appropriate assessment and focussed provision for children in their class with SEND.

All teachers are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of pupils with SEND within the classroom.