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How can the school staff support my child?

Teachers

Small classes mean that teachers get to know all children really well. They provide the most appropriate work to enable all children to make the most progress with their learning.  Teachers use lots of different strategies to remove barriers for learning for every child.

 

Examples are:
• Differentiated learning materials
• Access to ICT and Technology
• Additional in class support
• Additional out of class support (small group or 1:1 support)
• Many enrichment and enjoyment opportunities to stimulate and motivate learning such as music lessons.
• Flexible groupings – including small group support work
• An innovative, engaging and supportive curriculum
• Consistency across all staff including the appropriate use of rewards and sanctions
• Assessment procedures that emphasise pupils’ strengths and achievements
• Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

 

Teachers complete on going assessments focused on your child's and with you will set outcomes for the next term and a half which we can work together to help your child achieve.  Teachers are responsible for:

 

  • Focusing on the outcomes for the child - being clear about the outcomes wanted from any SEND support.
  •  Being responsible for meeting special educational needs - use the SENDCo strategically to support the quality of teaching and evaluate the quality of support.
  •  Have high aspirations for every pupil - set clear progress targets for pupils and be clear about how the resources are going to help achieve this.
  •  Involve parents and pupils in planning and reviewing progress - seek their views and provide regular updates on progress towards outcomes. This will happen at termly Progress Meetings.

 Remain responsible for working with the child on a daily basis.

 

Where the interventions involve group or one-to-one teaching away from the main classroom or subject teacher;

  • Still retains responsibility for the pupil.
  • Works closely with teaching assistants and/or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. (Code of Practice, 2014).

 

The Support Team

Mrs Roche is the leader of the Support Team. Support staff (HLTA/LSA/TAs) are an important part of the St Francis' whole school approach to SEND. They work in partnership with the classroom/subject teacher and the SENDCo to deliver pupil outcomes and narrow gaps in performance.

 

The teaching teams, when planning decide how they deploy teaching assistants depending on the needs of the children. The support they give is focused on the

achievement of specific outcomes within the graduated approach to SEND support, agreed with parents in the context of high quality teaching overall.

 

The St Francis' Support Staff:

  •  Have the skills and understanding to work with pupils with a wide range of special educational needs and/or disabilities.
  •  Are given the time to plan effectively with class teachers to ensure the best progress for all children.
  •  Contribute to planning, assessment and review of children's outcomes and contribute to meetings about the pupils in their care.

Staff Expertise

Staff attend training regularly.  We will respond quickly to any new need that we find within school.

 

  • Autism
  • De-escalation strategies
  • Development Coordination Disorder
  • Friendship Building
  • Moderate Learning Difficulties
  • Separation Anxiety Disorder
  • Specific Learning Difficulties

 

We also have staff in school who have been trained as Childline Counsellors and MENCAP respite workers.


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