All pupils are encouraged to access all facilities offered by the school. We consider the needs of all pupils and aim to provide for their needs whatever they may be. Please contact the school for a discussion. Arrangements for pupils with disabilities are considered on admission and appropriate modifications will be made.
Gifted and Talented
We aim to ensure that children who display exceptional gifts and talents are provided for. We aim to enrich the learning of this group of children by broadening their experiences through a Mastery Curriculum.
Pupil Progress Meetings
Once a term Pupil Progress meetings are held between the class teacher, SENCO and members of the Senior Leadership Team. Progress of the children is analysed and discussed and where necessary, an intervention programme is put into place in order to boost a child or group of children to support them further. We use a range of interventions to support our children, which are listed below.
BEAM, (Balance, Education, And Movement / Fizzy / Jump ahead)
The BEAM, Fizzy and Jump Ahead programmes have been developed by Physiotherapists and Occupational Therapists. They are graded and measurable in three stages and work on three specific areas- balance, ball skills and body awareness. Pupils are identified for this support by teaching staff and then participate in daily sessions tailored to their needs.
Beat Dyslexia is a programme to support those students struggling to read, write or spell. The comprehensive programme develops literacy skills by combining successful phonological approaches with the very best of conventional, multi-sensory and structured teaching methods. The series takes pupils from the earliest stages of letter recognition through to full literacy.
BRP (Better Reading Partners)
This scheme aims to help children to become better readers. The 15-20 minute sessions follow a common structure and focus on the development of independent reading strategies. The reading partners are encouraged to discuss the text with the pupil, and are trained to prompt the pupil to problem-solve difficulties and to develop independent reading strategies. Each session follows a similar format of re-reading a known and familiar text, re-reading a book recently taken home, and introducing a new text.
Clever Fingers is a fine motor skills program which is delivered three times a week to pupils identified by staff. Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. In addition the sessions include early pattern and letter writing skills.
Lego therapy is designed for pupils who display behaviour associated with ASD and Social Communication Difficulties although in school we use Lego group to assist children with a wide range of needs including self-esteem and friendship issues. In working together as a team to assemble lego models, the pupils practise and develop their verbal and non-verbal communication. They work collaboratively and solve problems or conflicts with the support of an adult.
This is a computer based programme which helps reinforce spelling and reading. There is an initial assessment which sets targets and the programme is tailored to a child’s individual learning. Nessy is used in short sessions each day and can also be accessed at home. Mrs Poland is the administrator.
The Sensory Circuits programme has been devised by Occupational Therapists to provide regular controlled input to specific sensory motor systems. Pupils identified with behavioural needs such as fidgeting, poor concentration, and difficulty in connecting with their learning, can be energised or settled by an individual circuit of activities and equipment, promoting physical, social and emotional development. Daily sensory circuit sessions are delivered by trained staff.
Speechlink / Languagelink
Speechlink is a speech programme which targets sounds that children have difficulties in producing. Languagelink is a language programme which targets children’s understanding and use of language. Children are tested within the school using the relevant specialised computer programme and then staff deliver the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.