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We teach minds to think, hands to do and hearts to love.

What kind of additional provision is on offer?

Our Curriculum

 

All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. The provision offered to each child with SEND is unique. Our school challenges itself to deliver high quality provision, within an ethos of care, support and understanding for both children and families.

 

In order to meet this challenge, our school has:

  • A dedicated Inclusion Leader (SENCO) to oversee the provision for all children with additional needs across the school

  • A Speech and Language Therapist based in school one day every three weeks (Rachel Farley)

  • A Counsellor who is employed by the school to work with children as needed

  • Dedicated and qualified staff to directly support children across the school

  • A dedicated PSA (Parent Support Advisor) based at our school to support families

  • A family ethos, where each child and their needs is understood by all members of the school community

  • A curriculum which is tailored to the needs of the child – through the use of staffing, differentiation, teaching styles, and resources – including the use of ICT

  • A headteacher fully committed to inclusion and high quality experiences for all children.
     

Our approaches to teaching children with SEND

At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum St Hild’s College C.E Aided Primary School remain committed to:

  • Using a range of teaching and learning styles.

  • Differentiated learning materials

  • Access to ICT and Technology.

  • Additional in class support

  • Additional out of class support

  • Flexible groupings – including small group support work.

  • An innovative and supportive curriculum.

  • The appropriate use of rewards and sanctions.

  • Mentoring and counselling

  • A broad range of extra-curricular activities.

  • Assessment procedures that emphasise pupils’ strengths and achievements.

  • Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

  • If you have any questions about our curriculum or the work we do in school, please speak to your child’s class teacher or alternatively, contact our Headteacher, Mrs Ryder, who will be happy to help.

 

Some examples of teaching styles used to support a child with SEND could include:

  • Breaking longer sessions into smaller parts to aid concentration and attention

  • Using visual resources to aid understanding of new concepts and key words

  • Additional adult support in class to reinforce the key information given by the class teacher

  • Home-school diaries to ensure parents know what has been taught each day

  • Home-school diaries to ensure parents are aware of any behavioural difficulties or problems that have been encountered and to share positive experiences each day

  • Using visual timetables to children with SEND know what to expect

  • Using additional resources to overcome difficulties e.g. counting resources to use in maths lessons

    Some examples of additional provision which could be suitable for a child with SEND could include:

  • Some individual teaching, following dedicated programmes to address specific needs, e.g. reading and spelling difficulties

  • Small group focus work to address shared issues, e.g. fine and gross motor skills groups

  • Specialist interventions, e.g. Occupational Therapy, or Talking Therapies

  • Learning Support Assistant support within the classroom, in order for the work to be further differentiated to meet exact needs

  • Additional resources to enable better access to the curriculum suggested by professionals

  • Thorough assessments undertaken by Educational Psychologists and/or the school Inclusion Leader in order to pinpoint exact areas of difficulty that are then addressed

     

We aim to cater as best as we can for the needs of the children within our environment and with our experienced and proactive staff.

 

Access Arrangements

Our school has recently a major programme of refurbishment and a number of adaptations were made.

Our main entrance has a ramped access and an automatic door to assist disabled visitors. The entrance area has a disabled access toilet with appropriate handrails. Handrails are also fitted to some of the pupil toilets in both Key Stage One and Key Stage Two. 

Our school accessibility plan is available on request.


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