Curriculum and Teaching Methods (Including groupings and interventions)

What is the curriculum and how is it taught? How will the curriculum be adapted to meet the needs of my child? How flexible can teachers be in meeting the needs of my child? Is there any additional support available to help my child reach his/her expected outcomes?

• The school will be using the National Curriculum as a basis of our learning.
• Class teachers are responsible for the learning of ALL children in their class and they ensure that all children receive 'quality first teaching' - keeping children working with their peers for the majority of the time.
• Teachers are skilled at adapting and scaffolding the curriculum to take account of individual pupil needs. We have high expectations for all children, including those with SEND, and make the necessary adaptations for children to meet those high standards.
• Teachers are able to take into account different learning styles and use them to ensure that they meet the needs of all the children in their class.
• Additional staff training takes place throughout the year to provide for individual children’s needs, ensure skills are up to date and make sure that the latest information and research is disseminated.
• First hand experiences through visits are explored when topics are planned.  Grouping arrangements are organised carefully to maximise the learning opportunities for all.
• Support and reasonable adaptations can also be put in place to enable children with SEND to access extra-curricular activities if required.
• Additional adults may be used to support groups or individuals, but being on the SEND register does not necessarily mean that your child will be allocated one to one support as independence must also be fostered. Children may be identified as benefitting from intervention programmes or individual resources within the classroom. Children may receive support within class time or at unstructured times, such as lunchtime, if deemed necessary.
• Progress within these programmes is carefully monitored and the impact of the intervention evaluated. This is done through data tracking, meetings with staff and provision mapping.
• A range of intervention programmes in the areas of literacy, numeracy, language, social, emotional and motor skills are available to support individuals and groups and there are staff trained to deliver them.
• The use of intervention programmes is monitored by assessing their impact both at an individual and group level.
• Intervention programmes are continually under review. The individual interventions and strategies used, and the impact they have, are tracked through the Learning Plans and regularly evaluated and adapted as needed to meet children’s needs.
• Advice from educational agencies such as Educational Psychology, Communication and Interaction Team, health agencies such as speech and language therapy, occupational therapy and CAMHS may be sought if your child is on the SEND register. Parent opinions will be sought before external help becomes involved.

Access to learning and the Curriculum

Are there any special features or strategies to help children learn? How do I know my child's particular needs will be met? How are children’s opinions taken into account?

• Children are involved in their own learning and are able to feed their opinions into the topics taught.
• Children are made aware of their targets and next steps and their opinions are sought regularly on what supports them best. This is done both informally and through formal ‘pupil voice’ such as questionnaires.
• They receive feedback on progress through discussions with teachers and diagnostic marking.
• Self-evaluation is also encouraged.
• In EYFS and Year One, daily phonics lessons are taught using Read, Write Inc. This may be supplemented by individual sessions if required.
• Lessons/concepts are scaffolded where appropriate.
• Learning walls in the classrooms support the learning of literacy and mathematics.  
• ICT is used to support learning, including computer programmes.
• Some classes/ identified pupils may be allocated support staff and have access to guided group work.
• External agencies can provide advice and may offer individual or group tuition depending on a pupil's individual need. Advice is incorporated into Learning Plans.
• All classes have a visual timetable on display which details the daily planned activities.  Some pupils have their own visual timetable or other visual supports.
• The school's physical environment is accessible to all learners including those with disabilities.
• Reasonable adjustments are made to help pupils to learn.  For example, some pupils may use special equipment such as pencil grips, sound amplification systems and sloped writing desks.
• Children may be identified as benefitting from social skills groups and the use of social stories.
• School has access to a range of screeners and diagnostic tools to identify specific needs and ensure the appropriate support is in place.
• The SENDCo provides daily advice and support to staff to meet the specific needs of children in their classes.

Test and Assessments - Access Arrangements

What arrangements are available for pupils to access tests and assessments? How will I know if my child qualifies for additional support or time to access tests?

• Year 6 pupils may be assessed to determine whether individuals qualify for additional time or other access arrangements.
• Some pupils for statutory tests (Year 2 and 6) access them in a smaller environment and support for reading of tests or writing for pupils may be requested as appropriate and to comply with test guidelines.
• The school adheres to current access arrangements for Key Stage 1 and 2 Statutory tests.
• Class teachers will inform parents/carers whether their child qualifies for additional support or time to access tests. Learning Plans will include any support children will receive during tests.
• Booster and target groups are run throughout the school year.

Social and Emotional support

How does the school help my child to feel comfortable and safe and manage social situations? How does the school help develop my child's social and emotional skills? What is the school's policy on bullying?

• All classes follow a structured PSHE (Personal, Social, Health and Economical) education programme.
• Teachers identify children who would benefit from small group interventions to develop their social and emotional skills.
• Behaviour support strategies, developed with teachers, learning support assistants and the Principal, help children to manage their behaviour.
• Home/school liaison, including a family support worker, enables close partnerships.
• Strong ethos of pastoral care
• Anti-bullying policy and procedures are available on the website. Bullying is not tolerated in any form.
• Transition preparation supports children to be emotionally ready for the next phase of their education.
• The school has a trained ELSA (Emotional literacy support assistant) who runs nurture groups, individual and group session to help develop emotional literacy skills.
• The school has a SLT mentoring scheme to support children who find social situations difficult.
• Pupil voice is gathered regularly, and includes questions about bullying, to ensure all children feel safe.

Accessibility to Premises and Facilities

What facilities are in the school to assist children with disabilities move around the building and take part in all lessons? How do I know my child will be able to access all lessons?

• The building and play areas are accessible to wheelchair users.
• Disabled toilet
• Awareness of sensory issues
• Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons and whole school activities.
• Trips will be planned taking into account the needs of children with disabilities.
• The accessibility plan is available on the website and ensures the equipment and facilities are suitable for children with SEND.
• Regular monitoring and audits by the SLT ensure disabled pupils are not treated less favourably than other pupils.

Working with others 

Who does the school work with? How does the school work with other agencies? How will I be informed?

DPA works with a number of services including:

• Educational psychology services
• SEND Support Service 
• The Early Years SEND Team
• Communication and Interaction advisory teachers
• Speech and Language Service
• SENDIASS (Parent support service)
• Occupational Therapy
• Complex Needs Team
• School Nurse
• Child and Adolescent Mental Health Service (CAMHS)
• The Special Educational Needs Casework Team
• Voluntary organisations, such as AFSO or Seesaw.
• The SENDCO liaises with class teachers, leadership team and parents to prioritise referrals to these services.
• Referrals to services may also come about following pupil review meetings.  This will be discussed with parents/carers.
• Parents views will be sought and they may be invited or can request to meet with the service.
• Reports and recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned.
• The school is fully supportive and provides any requested information for social or health care bodies. We work in partnership with parents to ensure access to these services is available when required.