Additional Learning Needs
Provision for Children with Additional Needs
At Tavernspite School/ At Templeton School we strive to be fully inclusive of learners, regardless of their individual needs as individuals and as learners.
For all pupils at Tavernspite/ Templeton Primary School who have an additional need we:
- Value and recognise the expert role families play in their pupil’s lives and work closely in partnership with them.
- Employ an experienced Additional Educational Needs Coordinator to lead on Additional Learning Needs (ALN’s) provision across the school. Mrs. Sarah Arthur and Mrs. Cara Edwards are the designated persons in this role.
- Deliver high quality teaching, adapting the curriculum and our resources to ensure pupils can access the learning.
- Use pupil-friendly targets and needs-based individual education plans (IEPs). We involve pupils, parents and staff to write, implement and review them.
- Assess and review the learning of our ALN pupils, using that information to inform future planning and teaching.
- When appropriate, teaching assistants are used to deliver support to ALN pupils.
- Hold regular pupil progress meetings for teachers and teaching assistants with the ALNCo, to review pupils, interventions and resources and to adapt provision where necessary.
- We support our families of pupils with ALN, formally through review meetings and informally. Families are also advised of other services and organisations which may offer further advice and support.
- Seek support and advice from outside agencies such as: Team around the Family (TAF), Paediatrics, Speech and Language Therapy and the Educational Psychology Service etc., to ensure each child’s needs are fully identified and understood and to learn from specialists how best to support our ALN pupils.
- We evaluate intervention groups and strategies on a termly basis.
- Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
- Use ICT (both hardware and software) to promote access to the curriculum.
- Whole school policies such as those for behaviour, anti-bullying and ALN are evaluated on a regular basis with a focus on the impact upon pupils with ALN.
- Ensure our school activities and trips, as far as possible, are accessible to all ALN pupils. Activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with ALN.
- Hold termly review meetings with families for pupil with a higher level of ALN.
- Provide on-going training to teachers and teaching assistants in meeting pupils’ needs in the classroom.
- Liaise closely with secondary schools at transition times to ensure ALN pupil information is clearly communicated and recommendations heard so that the move to secondary school is as smoother as possible.
For pupils who have a higher level of additional need, in addition to all the above, we provide a key worker:
- To support the pupil to work on their individual targets.
- To support access to the curriculum
- To provide pastoral support.
- To deliver specific targeted interventions where necessary.
As part of our inclusive school, we offer a variety of support mechanisms within the school and with external agencies:
- Access to Dyslexia Screening tools and support
- Referral on to school provision such as ELSA (Emotional Literacy Support Assistant),
- Behaviour Support or Nurture Provision.
- Support from the Pembrokeshire County Council Inclusion Service.
In line with the ALN Statutory Reform, the school promotes a person centred approach to planning targets and next steps in learning. Personalising education is about recognising that every pupil with additional learning needs is an individual. By focusing on what matters to each individual child we can respond to their particular needs. Each pupil with additional learning needs can be taught and supported in the best possible way to ensure that they reach their potential.
You may wish to access more information in regard to the ALN processes and ALN Statutory Reform. Please see the links below:
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