‘All teachers are teachers of children with special educational needs’
A whole school approach to learning support is adopted at Daneshill. We pride ourselves in the knowledge that we get to know the children that we teach as individuals. This knowledge is not only gained by talking to the children but through continual observation, assessment and planning to meet their specific needs and then by reviewing, discussing and adjusting plans to ensure that those needs are met in order for each child to access the curriculum offered. A great deal can be achieved by individual teachers; however, good support for pupils with additional needs requires a whole school approach. If through continuous tracking and monitoring it emerges that a pupil is not making the progress that the class teacher would anticipate, a meeting will be called with all staff involved and the Learning Support Coordinator, to discuss any differences in the pupil’s learning profile that may indicate the necessity for further investigation. The Learning Support Coordinator will then meet with the child’s parents to discuss any concerns.
‘A child or young person has special educational needs if he or she has a learning difficulty or a disability which calls for special educational provision to be made for him or her’
An outside assessment with an Educational Psychologist, an Occupational Therapist or a Speech and Language Therapist can then be arranged. Daneshill has a good relationship with a range of outside agencies, including the Area Inclusion Officer (INCo.) for children in the Early Years, to whom we can go for advice. We will implement strategies and suggestions made by any assessment reports, making sure that all teachers are aware of the needs of all children. An Individual Education Plan will be written for the child who has been assessed, setting realistic targets which are reviewed and amended on a regular basis. We do, however, rely on the parents of any child entering Daneshill to give us copies of any assessments that have been carried out at a previous setting.
Differentiated work is an integral component of all teachers’ planning and operates in every lesson. Within the classroom each child is set realistic challenges with realistic outcomes. If the child cannot meet these outcomes they may need additional support in order for them to learn more effectively. Additional support can be given within lessons as well as in the form of consolidation or extension work. Class teachers and learning support staff work together for the benefit of those children who need support. Extra support can also be given within a small group or on an individual basis, outside the classroom. Any extra support will be discussed with parents.
Extra support may consist of support in the following areas:
• Memory and listening skills
• Study skills
• Fine and gross motor skills
Whether a child needs learning support because they are gifted and/or talented or because they find day to day learning a challenge we at Daneshill have a duty of care to ensure that through our best endeavours each child can attain a level of education that has been tailored to their individual needs.