Cumberland Infant School

 

 Support within School
 How will the curriculum be matched to my child’s needs?

At Cumberland Infant School we are very proud of our creative curriculum and we strive toensureour curriculum is engaging, inclusive and exciting.

How are children with additional needs supported in school?

At Cumberland children are supported in a variety of ways, depending on their individual needs.

All children benefit from carefully planned lessons, with activities differentiated to suit the child’s learning needs.

Some children may be identified as needing a little extra help to meet a specific learning goal, or to improve a fundamental skill (such as cutting, handwriting, social skills, etc.). These children receive focussed support, either on a 1:1 or in a small group. This support is delivered by either the Class Teacher, the class Learning Support Assistant (LSA) or one of our Additional Support Teachers. These interventions can vary in length, according to need, but will generally last for one half-term. These interventions are tracked and reviewed by theClass Teacher.

Teachers regularly monitor and assess children’s learning and use this information to plan high quality teaching and learning throughout the curriculum. Tasks are differentiated appropriately to ensure all children make progress and work at their own level.

Every class has their own Learning Support Assistant. LSAs may be used to support small focus groups, or to work 1:1 with a child.

Where required, specialist equipment will be identified and provided to support children’s learning, e.g. pen/pencil grips, sloped cushions, and tinted overlays.

At the present time we do not have any children with a physical disability attending Cumberland, however we would seek appropriate specialist advice to ensure that we can cater for their individual needs should a child join us.

What support will there be for my child’s overall well-being?

Every member of staff is committed to ensuring the well-being of all children.

We are very proud of our school ethos and learning values. They enable and encourage children to make positive choices and reach positive outcomes, both in their learning, social interactions and in their life beyond the school.

Where children are identified as having an additional social or emotional need, (e.g. difficulties playing socially with other children, a recent bereavement or loss), specific interventions or support may be put in place to best meet these needs. This might be developing social skills through group activities or individual sessions to help children with emotional difficulties. Where appropriate, a meeting with the child’s parents/carers would be arranged to discuss the best way to support the child and their family.

We liaise with a number of agencies such as the Multi-Agency Behaviour Support Team, in order to offer the best possible support for those children with social, emotional or behavioural needs.

How will my child be included in activities outside the classroom, including school trips?

We aim to cater for all children in curricular and non curricular activities. If a child has a designated 1:1 Learning Support Assistant they will support the child in the same way on a school trip. Pre-visit trips , risk assessments and liaison with the venue by the school, will ensure that any access or resources specifically needed for a child with SEND will be identified and in place ready for the trip.

How can Cumberland Infant School support children with medical needs?

Please see the specific policy for this, a copy of which is available on our web-site in the policy section

How accessible is the school environment?

The school is a single storey building, which has access from the playground and main entrance to all areas of the school. The school has six classrooms which are all based around a central hall. The school also has toilet facilities for children and adults with physical disabilities. We have extensive grounds, including a small field, which are easily accessible to all our children. Whilst children can move around easily within the school and grounds, a secure environment is maintained via key pad locking systems on all points of access. Where the school environment needed further adaptation to meet the specific needs of a child, the school would seek advice from the relevant agencies.

What training are the staff supporting children with SEND having or have received?

The Inclusion Leader, Miss Carys Reckless, attends training offered by the Local Authority and is part of the Southsea School Cluster that meets regularly to support each other and share good practice.

The Cluster Educational Psychologist offers training to the teachers and support staff of the school as identified through analysis of the school’s needs.

The Learning Support Assistants have received training in delivering the Better Reading Programme. This is a 10 week intervention carried out 3 times a week to boost a child’s reading skills

As currently most of our interventions are tailoredto a child’s needs by the Class Teacher, time is given for the teachers to talk to the Learning Support Assistants to ensure they have the knowledge and skills to carry out the work set.

If we have intervention programmes designed by outside agencies we ensure that staff are fully informed about the delivery and anticipated outcomes of the programme before it is implemented.

One of our teachers and a LSA have received training in supporting children with Autism.

Staff Training needs are reviewed regularly to meet thespecificneeds of the children we have in school.

How are the school’s resources allocated and matched to children’s special educational needs?

As a school we have a very good understanding of the needs of our children and how best to support them. We use our Additional Need Funding to provide further adult support and specialistresources as required. In the past 2 years we have used money from our main school budget to support two childrenwho we believe would benefit from 1:1 support to help them make the progress that we believe they were capable of.

When we have had children in the school with delegated funding,we have worked closely with their parents/carers to ensure they have the support that best meets the needs of the child.