Teaching and Learning
At The Friars Primary School, we recognise that every child is different and so the educational needs of every child will be different. This is certainly the case for children with special educational needs and/or disability (SEND). As the needs of our children change and develop, so will the provision provided for them.
Please find a copy of our Equalities Scheme here
What additional support can be provided in the classroom?
- Children are provided with appropriately differentiated work that builds on what they already know, understand and can do.
- Teaching assistants are deployed to provide support in response to identified needs.
- Children may be part of a teacher focus group.
- Children may be given personalised targets, tasks and activities.
- Equipment is provided to help support learning (e.g. tinted exercise books, iPads, writing slopes etc).
What provision do we offer to facilitate access to the curriculum and to develop independent learning?
- Differentiated work in lessons enables children to access the curriculum and complete activities independently.
- Intervention programmes offer opportunities for children to secure gaps in their learning so they are able to cope better in main English and Mathematics lessons.
- We seek advice from outside agencies on how individual children can be supported in accessing the curriculum given their particular needs.
- Children with MLD join mainstream lessons in the afternoon with teaching assistant support.
What are the staff specialisms and expertise around SEND?
- Mrs. Doorbar is experienced in working with children who have moderate learning difficulties (MLD). The school has an onsite Resourced Provision/Unit for children with MLD.
What support and professional development is in place for staff working with children who have SEND?
- Observations of teaching and learning in the classroom and during interventions taking place outside of the classroom enable colleagues to develop their practice by responding to constructive criticism.
- As part of performance management, targets and continued professional development in the area of SEND may form part of an individual's appraisal.
- Continued professional development courses provided by the local authority or other organisations related to school improvement priorities and particular areas of SEND are identified. Staff involved with particular areas of need attend courses relevant to these.
- There is access to printed and electronic support materials related to different areas of need. See, for example, our Support Strategies page.
What arrangements are made for reasonable adjustments in the curriculum and to support children during academic assessments?
- We have due regard for the Equality Act 2010.
- The school follows guidance from the Department for Education and Standards & Testing Agency.
- An application for additional time may be made for eligible children who are taking the end of Key Stage 2 National Curriculum Tests.
- In Key Stage 2 National Curriculum Tests, children may have a scribe, reader or rest breaks.
How do we share information on children's educational progress and outcomes with parents/carers?
- There are two Parents' Evenings (Autumn Term and Spring Term) each year.
- The school provides an annual written report for parents/carers. These inform parents/carers about their child's attainment and his/her progress during the academic year. There is an opportunity for parents/carers to comment on the report and speak with staff about the content of the report.
- For parents/carers of children with SEND, they are invited to meet and discuss provision, targets and outcomes at least three times a year.
What external teaching and learning do you offer?
- There is a yearly residential visit to North Wales for children in Upper Key Stage 2 (Year 5 & Year 6).
- Throughout the year, trips related to the school curriculum are planned by classroom teachers.
- Our school has links with the BBC.
- Sport coaches deliver the PE curriculum.
- Teaching and learning in the classroom may be supported by outside agencies and the recommendations made by profeessionals (i.e. Hearing/Visual Impairment, Primary Inclusion, Speech and Language).