St Mary’s RC Primary School is committed to promoting equality of opportunity and to valuing diversity for all children and families.
At our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We want all our children to feel that they are a valued part of our community and we have high expectations for everyone. We believe in providing a curriculum which is relevant and appropriate to meet the needs of all of our pupils.
Pupils follow the ‘Early Years Foundation Stage Curriculum’ whilst in Reception and where appropriate in Year 1. Children in Year 1 through to Year 6 follow the ‘National Curriculum’. We work hard to ensure that our SEND pupils receive a carefully differentiated curriculum, at an appropriate level and pace, to allow them to enjoy their school life as well as ensuring they make expected levels of progress.
We have very experienced Learning Support Staff that are highly effective in supporting teaching and learning within school. They deliver additional English and Maths programmes, enabling children to receive additional support, specific to their needs. We also operate a daily intervention programme in either English or Maths, led by class teachers, to provide children with extra curriculum support and/or prior exposure to the curriculum content.
Adaptations to the Curriculum
On occasions, it may be appropriate to make adaptations to our curriculum in order to remove barriers to learning and ensure all SEND pupils are fully included.
This can be provided in a number of ways:
- class teachers providing a curriculum using a range of learning styles: auditory, kinaesthetic and visual
- carefully planned differentiated activities in class and for homework
- access to additional adult support, class teachers, LSAs, students etc.
- flexible groupings, both in and out of the classroom
- appropriate resources to support the needs and difficulties of the child, for example, word mats, individual word books, visual timetables, social stories etc
- access to additional technological support if appropriate e.g. access to an i-pad or laptop
- access to intervention programmes (for example Word Wasp, Lexia, fine motor skills intervention groups, phonic groups, and Symphony Maths) as well as daily intervention sessions, to meet specific needs and difficulties
- access to 1 to 1 support programmes which may have been recommended by an external agency, for example, Speech and Language programmes, movement programmes
- access to exercise programmes which may have been recommended by a physiotherapist
- access to a range of sensory resources which may have been recommended by an occupational therapist
- use of visual time-tables according to need
- access to areas of minimal stimulus and distraction
- access to our extra-curricular activities within school
- access to our wide range of sporting activities and competitions
- additional support / timing arrangements for our robust assessment procedures
- rest breaks should a child require work to be completed in short sharp bursts
- access to teachers and / or LSAs who have had some training with regard to specific difficulties or guidance from an appropriate external professional, such as a Speech and Language Therapist
- Home/school diaries can be used to share information between parents/carers and staff where desired
More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.