Special Education Needs
Notice, Adjust, Support, Celebrate
These are the four pillars of our policy for working with children with learning differences.
NOTICE: Identifying learning differences, such as dyslexia or dyscalculia, requires teachers and parents to pool their knowledge of the learner. Our teachers are aware of key identification criteria and we have many opportunities through screening tests to pick up anomalies. After the age of eight we find that external testing through a provider such as SPELD can provide confirmation and further information. Even without this testing our policy is “If it looks like dyslexia then treat it like dyslexia.” This maxim applies to other learning differences.
ADJUST: Teachers know how to adjust their classroom programme to meet the needs of pupils with learning differences. This may include the use of assistive technologies, more time to complete tasks, providing different ways to show learning, using visual cues and adapting tasks.
SUPPORT: We have a number of support programmes that are run by our Learning Support teachers and teacher aides. These include Reading Recovery, Rainbow Reading, Typing, SPELD sessions, Hands On Spelling, Social Skills, Phonics, PMP, Talk to Learn, and Maths Support. Teacher aides are also increasingly working within the classroom to support the children to access the classroom curriculum.
CELEBRATE: We celebrate our children with learning differences and the extra dimensions that they bring to our school. We have staff skilled at talking with children about their learning challenges and building their abilities.
We are still learning! For many learning differences new research is coming out all the time. We are open to new ways of meeting each child’s learning needs within the bounds of the mainstream classroom.
If you wish to talk about your child’s learning differences please contact your classroom teacher. For more general inquiries please contact Sue Ashworth (Special Education Needs Coordinator)