How will the curriculum be matched to my child’s needs?
Our aim is to teach children the skills that they need to be independent and creative problem solvers. Teachers differentiate work to meet the needs of all children, taking into account their starting point and prior learning. When a child has been identified with a barrier in their learning, their work will be differentiated by the class teacher to enable them to access the curriculum more appropriately to their needs.
Class teachers plan lessons according to the specific needs of all groups of children in their class, including using PIVAT targets. Children with identified SEN requiring extra support will be supported to access the learning in their classroom this might include adapted work, a visual schedule, fuel stops and physical breaks. Support staff under the direction of the class teacher can adapt planning to support the needs of your child where necessary specific resources and strategies will be used to support your child individually or in groups.
For some children with significant needs, we know the best way to reduce any barriers to learning is to support the child in a small group or individually by an ASL to ensure access to the curriculum at a meaningful level. If a child’s developmental level is such that he or she requires a sensory based curriculum this will be designed by the Senco. The learning will break down the national curriculum in to smaller, more achievable steps.
If a child has been identified as having additional needs you will be consulted and together we will agree targets to focus on reducing learning barriers. These will be regularly monitored by the class teachers and the SENCo.