To ensure that the classroom curriculum meets the needs of each child. A differentiated curriculum with alternatives offered. The use of P levels to assist in developing learning opportunities for children and also in assessing progress in different subjects A range of support staff including trained teaching assistants Multimedia activities to support most curriculum areas Use of interactive ICT equipment Specific equipment sourced from occupational therapy Ongoing. Headship review of plans and provision. Monitoring progress and attainment. SEND children making progress in line with all pupils. ASD children accessing curriculum MEDIUM TERM To review termly the attainment of all SEN pupils. AHTI/Class teacher meetings/Pupil progress Scrutiny of assessment system Regular liaison with parents Termly Class teachers AHTI Progress made towards ‘Structured Conversation’ targets. Provision mapping shows clear steps and progress made To monitor attainment of Able, G & T pupils Policy and Able G&T list to be updated. Access borough able/G&T enrichment programme Monitor Able G&T list Ongoing Annually Class teachers Able G&T children making proportionate progress. Achieving above average results To promote the involvement of disabled students in Within the Curriculum, the school aims to provide full access to all aspects of the curriculum by Ongoing Whole school approach Variety of learning styles and multi- sensory activities
classroom discussions/activities To take account of variety of learning styles when teaching providing (where appropriate) Wheelchair access Elklan training for relevant staff Giving alternatives to enable disabled pupils to participate successfully in lessons Creating positive images of disability within the school so that pupils grow into adults who have some understanding of the needs of disabled people. evident in planning and in the classrooms. Ensuring that the needs of all disabled pupils, parents and staff are represented within the school. LONG TERM To evaluate and review the above short and long term targets annually See above Annually Headship team/ Core curriculum leaders Governors All children making good progress. To deliver findings to the Governing Body Finance and Premises and Curriculum Governors meetings Annually Termly SEN Governor / AHTI meetings AHTI/Headship /SEN Governor Governors fully informed about SEN provision and progress
school. ensure SEND pupils can access equipment safely. MEDIUM TERM Continue to develop playgrounds and facilities. Look for funding opportunities Ongoing Whole school approach Inclusive child-friendly play areas. LONG TERM To ensure driveway, roads, paths around school are as safe as possible. Communication with parents via safety messages /letters/walk to school week Bikeability for KS2 children Ongoing Headship team Meet Health and Safety audit. To maintain accreditation of Enhanced Healthy Schools award Continue to work towards Healthy Schools and Eco schools targets Whole school approach Achievement of award
Aim 3: To improve the delivery of information to disabled pupils and parents SHORT TERM Targets Strategies Timescale Responsibilities Success Criteria To improve access for hearing impaired pupils and parents/visitors Radio aids used in class Close liaison with HI service Interpreter provided for parents’ eve/annual reviews Ongoing Class teacher AHTI Child has greater access to the curriculum. Needs of parents/visitors are met. To ensure all children with ASD have access to the curriculum Regular parental communication Individualised multi-sensory teaching strategies used for ASD children. Close liaison with Autism Advisory Service Ongoing All staff to be aware of individual needs of ASD pupils. ASD children able to access curriculum. To enable improved access to written information for pupils, parents and visitors. Use Communication in Print and PECS software Raising awareness of font size and page layouts will support pupils with visual impairments. Auditing the school library to ensure the availability of large font and easy read texts will improve access. Auditing signage around the school to ensure that is accessible to all is a valuable exercise. Use of coloured exercise books and coloured overlays for dyslexic pupils. Ongoing Arrange Training for communication in print Autumn 2016. AHTI Subject Leaders Resources are in place for pupils/parents and visitors that present with a range of needs.