Inclusion
Inclusion
Supporting children with Special Educational Needs or Disabilities (SEND)
Our provision for special needs is mapped in order to track the interventions and programmes that are delivered to groups or individuals with specific requirements. Each child with special educational needs has their own Learning Support Plan (LSP), which is reviewed regularly. This outlines what the class teacher does on a daily basis to support your child, together with any special groups, resources or equipment that the child needs.
Children who have an Education, Health and Care Plan (EHCP) often are supported by the class teacher and a teaching assistant in a small group or individually, according to their need. The Inclusion Lead, Yzelle Casey, and the class teacher monitor your child’s progress and ensure any additional provision they receive is helping them to make the best possible progress.
Supporting children with English as an Additional Language (EAL)
Our school is the first step into an education system for many children newly arrived into the UK. We are a significant part of their new beginning in a new country and their new life away from everything that is well-known and familiar. We assess English language acquisition on arrival so we can provide the correct level of support tailored to every child.
Children at a Stage A or B of language acquisition are included in our conversational English group to build vocabulary in a fun and informal setting. Children are also enrolled on Flash Academy which provides a structured programme delivered in each child’s native language. Children can work through the programme in class and continue this learning at home using a personal login.
If your child is new to English and you would like to know more about the support they will receive in school please do contact us.
Supporting children with Mental Health or Pastoral needs
At West Grove we are committed to supporting the health and wellbeing of our pupils and staff to ensure that the school is a community where everyone feels able to thrive. Positive mental wellbeing is essential if children are to flourish and lead fulfilling lives. Everyone experiences life challenges that can make us vulnerable and need additional emotional support. We take the view that positive mental health is everybody’s business and that we all have a role to play.
Our Jigsaw PSHE curriculum is vital in teaching children emotional literacy, social skills and a healthy mind. While physical education lessons and the Daily Mile promote a healthy body. Every class holds regular Bubble Time where children can self-nominate to discuss worries and concerns with their teacher. We have a Mental Health Champion and Pastoral Lead, Mandy Bourn, who is professionally trained and holds informal sessions to support children who might be struggling.
Special Educational Needs
How we know if a child has special educational needs
If a child has special educational needs, it is very important that they get the help they need as soon as possible. In order to make sure that any special educational needs not known about before starting school are picked up early, all pupils are assessed in an informal manner during the first three weeks at school. We look closely at children’s speech, language and communication skills.
How we adapt teaching for children with special educational needs
Every class teacher plans, monitors and provides support for pupils within their class including children with special educational needs. This is known as ‘Quality First Teaching’. Additional teachers and/or teaching assistants may provide individually targeted, small-group interventions beyond normal class lessons. Class teachers can access support from the Inclusion Lead to help them provide for children with special educational needs.
If necessary, a child with SEN may be supported with 1:1 adult support, and their timetable personalised further. Children’s progress throughout school is closely monitored through our termly assessment and monitoring procedures, so that any special needs that may become apparent later are identified. Additional assessments and screening may be used to explore any potential issues further.
How we communicate with parents of children with special educational needs
If a child has an EHCP, or has a Learning Support Plan (LSP) for SEN, meetings with parents will include the class teacher and other school staff who work with that child, and any outside agencies (such as Speech and Language Therapist) will be asked for advice and recommendations. The Learning Support Plan will be updated at this meeting and shared with everyone present. Parents play a key part in their child’s learning and we place great importance on open lines of communication with parents. We provide parents with ideas and resources to support their child at home and can assist with making referrals to outside agencies.
