- 3. How will the curriculum be matched to my child’s needs?
- • All teachers are provided with information on the needs of individual pupils so that a plan of support can be drawn up that will enable children to access the curriculum within the classroom
- • All lessons are differentiated to match the needs of the pupils in the class. Teachers’ planning will show how different approaches may be used to enable all pupils to participate. This is monitored through planning trawls, book trawls and lesson observations.
- • Curriculum leaders will also liaise with class teachers and the Inclusion Team to ensure full access to the curriculum
- 4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
- • Teachers continually assess how their pupils are doing and Parents’ Evenings and annual reports give all parents and carers regular feedback. Children receiving additional support will be assessed using checklists and tests related to the interventions they have taken part in and their progress will be recorded by the staff leading the intervention. Notes will be kept on observations of changes and improvements made; these will be fed back to parents and carers at termly meetings where new targets will also be discussed. Parents are encouraged to keep in touch with class teachers and are welcome to make arrangements to meet them at any time
- • Each child’s termly Pupil Passport will identify ways in which parents can help at home
- • The views of the child should be sought where practical, taking into account age, maturity and capability.

Pupil Passport targets are discussed with the child and, where appropriate, they have input into choosing appropriate outcomes. Children are invited to give their own views on their progress at each Pupil Passport review.

- 5. What support will there be for my child’s overall well-being?
- • The well-being of all our pupils is of the utmost importance to Sutherland. All children are supported in their social and emotional development through curricula and extra-curricular activities. Personal, Social and Health Education lessons take place every week and include Circle Time discussions, where children are encouraged to examine beliefs and feelings
- • Our Inclusion Team supports individual children who may be experiencing emotional or behavioural barriers to learning. They may also work with groups of children to promote self esteem and develop social skills
- • We have clear Behaviour and Anti-Bullying policies which all staff adhere to. Some children may have a Behaviour Support Plan to outline which strategies and support are most suited for their individual needs.
- • Children each belong to a team named after birds of prey and can collect team points for good work. Each week the winning team is rewarded with the opportunity to wear their own clothes on the following Monday, including an item of clothing in their team colour
- • The Academy will initiate ‘first day contact’ when a child is absent to ensure that absences are genuine. There is an attendance award at the end of the Academy year, which is won by the class with the best attendance. We work closely with the Education Welfare Officer to ensure that poor attendance is quickly improved.

S.Nadin

Updated June 2022