Kingstone and Thruxton Primary School
Responding to Pupils' Diverse Learning Needs
We aim to provide effective learning opportunities for all children through the school's Equal Opportunities programme.
Teachers aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. Planning takes into account the prior knowledge and experiences that pupils bring with them to school and the school curriculum is planned to meet the specific learning needs of individuals. Where appropriate, NC programmes of study are modified so that all pupils are provided with relevant and appropriately challenging work at each key stage. In attempting to include all pupils and remove barriers to learning, opportunities for improving the classroom experience of all students are created.
Staff, governors, students and parents/carers share a philosophy of inclusion.
Inclusion in mainstream classes
All children at KS1 and Foundation Stage are fully included and supported where appropriate to enable full access to the curriculum and equal opportunities for learning. KS2 children are provided with in-class support, small groups for Literacy and Numeracy and booster classes to teach strategies for improving the skills needed to fully participate in all curricular areas.
Inclusion of children from the SEC
Children from the Special Education Centre are included in their mainstream classes for Science, History, Design technology, PE and Games, with support in each class.
Work is differentiated in its presentation and the expected outcomes are matched to individual levels of ability.
Teachers plan their teaching for these lessons so that they can respond to the diverse needs of all the children in their class, allowing all pupils to participate in lessons fully and effectively.
Throughout the school, support for children with special needs is seen as entitlement rather than as an addition to their education.
At present, one pupil from a local SLD school is included as part of the County Inclusion Programme - one day per week. The County Inclusion Officer provides advice and the SEC teacher/ SENCo works in liaison with the staff at Blackmarston School to ensure a secure environment where this pupil can contribute and participate appropriately and effectively.
Children from the SEC share assemblies, playtime, lunchtime, school visits, residential visits, after school clubs etc - no social opportunities are excluded.
The Code of practice is used to reduce the barriers to learning and to encourage the participation of all students.
The SENCo monitors the inclusion of SEC children and provides advice and support to staff, pupils and parents.
Teaching staff are supported in their implementation of strategies for differentiation and presentation of work for less able children.
Support staff are given guidelines for helping individual children access the curriculum.
Resources are provided to give reinforcement and support within the classroom.
The school aims to maintain good channels of communication with all parents.
Parents are kept informed of their child's progress and home/school books are used for communication. Parents sign an agreement when their child is placed on the SN register and are including in decision-making regarding Special Needs provision. Parents are encouraged to discuss their children's learning.
Children from all backgrounds are welcomed, irrespective of attainment or impairment - travelling children, looked after children, children from different religious or cultural backgrounds etc
At present the school is unable to accept children with motor disabilities as there is no wheelchair access to the second floor and the playground area is on two levels. The Building Service department is aware of the problems and will be addressing the situation in the coming years.
Policy written : January 2001-01
Date of Review : January 2003