Charles Darwin Community Primary School Information

Charles Darwin Primary School is a fully inclusive school, which aims to ensure that all pupils achieve their potential; personally, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational need. How does Charles Darwin Primary School identify and assess my child's special educational needs? All our teachers have the highest expectations for your child and all pupils in their class. Teaching is built on what your child already knows, can do and can understand. Different styles of teaching are in place, so that your child is fully involved in learning within the classroom. At Charles Darwin Primary School we track children's progress termly and identify children who are not making at least expected progress. Parents, carers and pupils will then be invited to discuss and review the progress made and targets will be set. Special educational needs or disabilities provision is provided in addition to good quality first teaching, differentiation and a broad curriculum where all can succeed. If we identify a gap or gaps in your child's understanding or learning then extra support to help them make the best possible progress will be put into place. Children can be well supported by additional interventions and programmes in groups or as individuals and this may be led by a teaching assistant or teacher. How does Charles Darwin Primary School evaluate the effectiveness of provision for pupils with special educational needs? As a school we measure children's progress in learning against national and age related expectations. Your child's progress will be continually monitored by his or her class teacher. Your child's progress in reading, writing and maths will be reviewed formally with the Headteacher, Deputy Headteacher and SENCo at pupil progress meetings. How does Charles Darwin Primary School assess and review the progress of pupils with special educational needs? Pre and post intervention checks are carried out to ensure that the impact is effective. Parents and pupils are invited to a termly progress meeting to review children's needs and where targets that have been set are reviewed and new targets are developed. Targets set are designed to accelerate learning and close the gap. As a parent you will be involved in this process and kept informed. The progress of children with a statement of SEN or Educational Health Care Plan (EHC) or additional funding will be formally reviewed at an Annual Review with all adults involved with the child's education. At the end of each Key stage (YR2 and YR6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is a government requirement that all schools must take part in and the results are published nationally. What is Charles Darwin Primary School's approach to teaching pupils with special educational needs or disabilities? Teachers have the highest possible expectations for your child and all pupils in their class. Teachers work closely with your child's previous teacher to ensure they are building on what your child already knows, can do and can understand. We ensure that different styles of teaching are in place, so that all children can be fully involved in learning in the classroom and any suggested strategies (which may be suggested by the SENCo or outside agencies) are also included in daily teaching. Teachers will also use the "Graduated Approach" documentation and "The Companion" to ensure they are meeting the needs of all pupils. When appropriate children will have an Individual Pupil Profile which identifies their short term targets. Planning is highly differentiated and small intervention groups may be used when appropriate. Support may also be 1:1 and it may occur in the classroom or outside. It may be delivered by a teacher or a teaching assistant, or on occasions it may be necessary to employ a specialist teacher. How does Charles Darwin Primary School adapt the curriculum and learning environment for pupils with special educational needs? The curriculum is adapted to meet the needs of individuals. Teaching is highly differentiated to ensure it is accessibly to every member of the class. The school takes all reasonable steps to modify and adapt the learning environment to meet the needs of every child. What additional support is available for pupils with special educational needs? We provide various interventions and support to meet the needs of every child. Children who have a high level of need will also have access to support from outside agencies. How does Charles Darwin Primary School ensure it is fully inclusive and enables all pupils with special educational needs to access and engage in all school activities together with children who do not have special educational needs? We are a fully inclusive school and children will be educated alongside their peers wherever this is appropriate. Planning and teaching is highly differentiated so tasks are suitable for a wide range of learners. Teaching Assistants also support children in the classroom. What support is available for improving the emotional, mental and social development of children with special educational needs? We recognise that some children have extra emotional and social needs that require support in school to enable them to be developed and nurtured. These needs may manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative. The school follows a structured PSHE (Personal, Social, Health and Economic education) curriculum to support children's development in this area.