West Rainton Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. The award of ‘Inclusion Quality Mark’ in July 2017, is an accolade which we are very proud of. 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, through alterations and changes to enable this to happen.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability that they may have, gaining confidence in their own abilities and progression.
- 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. Through this, pupils gain in confidence and build on 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, and their individually diverse needs.
- 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, and help them to reach their potential.
- 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, as every child is entitled to feel this at their own level.
- To regularly review the policy and practice in order to achieve best practice; senior leaders of the school do this in a seamlessly, through their own moderation of practice.
- A wide range of teaching and learning styles, to ensure that high quality first teaching is at the heart of every classroom.
- Differentiated learning materials and resources, according to individual needs.
- Interventions including the delivery of Fresh Start, the Read, Write Inc programme and Lego Therapy.
- Access to ICT and technology throughout the curriculum, including the use of iPads, computers, interactive smartboards and digital accessories.
- Additional support in class from experienced teaching assistants, in addition to our experienced teaching staff.
- Additional out of class support when necessary, with tightly focused and regularly reviewed interventions; this is always in addition to whole class learning, not in place of.
- Flexible groupings – including small group support work.
- An innovative and supportive curriculum, as reflected in our class structure.
- The appropriate use of rewards, including Celebration Assembly, house points, motivational stickers and certificates.
- Mentoring and counselling through EMTAS and Virtual Schools.
- A broad range of extra-curricular activities including booster sessions in many year groups.
- Assessment procedures that emphasise pupils’ strengths and achievements, and reflect their attainment across the curriculum.
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.
More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you ca find in the School Policies section of our website.
