At Greenland Community Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.
For further information you can view our Teaching & Learning Policy in the School Policies section of our website.
We are committed to ensure that all pupils:
- Have access to the school curriculum and all school activities.
- Achieve to the best of their abilities, despite any difficulty or disability they may have.
- Have teaching staff who are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Gain in confidence and improve their self-esteem.
- Are supported by parents/ carers, staff and relevant external agencies in order to meet their special educational needs and disabilities.
- Who need special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.
- Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Are fully included in all activities of the school in order to promote the highest levels of achievement.
- Are encouraged to be independent, resilient and have a greater sense of self-worth.
- Have an entitlement to celebrate their achievements.
Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
We also provide the following interventions and support:
Social Emotional and Mental Health
- Relax Kids
- Listening Matters
- All together Now
- Play Matters
- Nurture Group
- Art Therapy
- Emotional Literacy
Physical and Sensory
- Fine motor skills development
- Gross motor skills and dyspraxia support
- Sensory smart support
Communication and Interaction
- LEGO therapy
- Small group support
- 1:1 support
- Getting Along
- Social Stories
- Talk Boost
- Speech and Language link
Cognition and Learning
- Small group support
- 1:1 support
- Magic Spelling
- Better Reading Partnership
- Accelerated Reader
- Max’s Marvelous Maths
Adaptations to the curriculum and learning environment
We are proud of our recently built and accessible school building and continue to improve the access of the physical environment for all through our Accessibility Plan. Regular training is provided to staff to ensure the changing needs of our pupils are being met. We regularly review school publications and promote the availability in different formats for those that require it.
We make the following adaptations to the curriculum to ensure all pupils’ needs are met:
- Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, visual cues to accompany verbal instruction.
More information can be found in our Accessibility Plan.
Additional support for learning
We have a wide range of experienced teaching assistants and higher level teaching assistants who are trained to deliver interventions such as those referred to in 6.6 above.
Teaching assistants will support pupils on a 1:1 basis or in small groups where that is deemed by the teacher, SENCO and Head teacher to be an appropriate use of resources and to help the child achieve their best outcome. The impact of additional small group or 1:1 support is tracked by the teacher supported by the SENCO, and are reviewed termly.
If you would like to discuss your child’s SEND needs please contact the school .