At Petham Primary School we are proud of our inclusive ethos and equality of opportunity for all. We strive to achieve the best outcomes for all of our children as individuals and as members of our school community. We have a fully inclusive ethos that allows all pupils to access the curriculum at a level appropriate for their individual needs. The class provision map identifies which children require specific interventions to help accelerate their progress. Children with complex needs have a bespoke Personalised Plan, this is created by the SENCO in conjunction with the parents and staff, where appropriate, the children have an input.
We recognise the importance of school staff, parents and children working together to ensure inclusive practice and success for all children, regardless of their needs.
We also have a dedicated and skilled team of teaching assistants who are deployed throughout the school. They support the teaching and learning in the classrooms and also lead intervention programmes, usually in our afternoon sessions. Our team of teaching assistants access regular professional development opportunities through bespoke internal and external training, suited to the needs of our children, the staff continue to develop their skills and strategies in being able to support some of the most complex needs of children.
Whilst all of our teachers are responsible for and accountable for the progress of and development of the pupils in their class, the SENCO’s role is to lead and support the identification of and provision for children with an identified Special Educational Need (SEN), The SENCO works in partnership with parents and external agencies where appropriate.
If you think that your child may have an additional need, please make an appointment to see the SENCO to discuss your concerns.
Here you will find additional useful information and links to support which is available to you and your children. For further information, please contact Belinda Metcalfe, our SENCO at: [email protected]
Listed below is a brief overview of the key additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programme please do not hesitate to contact the class teacher or our SENCO, Mrs Metcalfe.
Dyslexia-friendly classroom practices are reflected throughout the school. Staff are supported to ensure they are meeting the needs of dyslexic children and we seek the advice of the Educational Psychology Service where appropriate. You can read more about dyslexia by visiting the British Dyslexia Association. Other websites that might prove useful are Kent West Dyslexia Association and Dyslexia Action.
Irlen Syndrome is a specific type of perceptual problem that affects the way the brain processes visual information. It is not an optical problem. For those with Irlen Syndrome, the brain is unable to process full spectral light. This can result in a range of distortions in the environment, a range of distortions on the printed page or physical and behavioural symptoms.
Every child has access to Quality First Teaching through which differentiation (matching teaching and learning to the relevant needs and abilities of pupils) will ensure that all pupils have access to a relevant and appropriate curriculum. This may take the form of extension (providing challenges which go more deeply into a topic) or enrichment (providing other activities which run alongside the normal curriculum and go more broadly into specific areas of study). Teachers use a range of flexible learning and teaching strategies to keep the most able children interested and provide them with challenge, such as higher order thinking skills, questioning, problem solving and independent learning. This is supported by individual target setting and appropriate grouping arrangements.
The school purchase an annual subscription to Speech Link and Language Link. This is an assessment tool for all primary aged pupils. Once completed, it generates a speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then the class teacher or teaching assistant delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.
Language Link is an innovative online package used to identify and support children with mild to moderate SLCN and those new to English. The assessment will also identify any children who may have more severe language needs, such as Developmental Language Disorder (DLD), so that these children can be considered for further investigations and diagnostic assessment with our Speech and Language Therapy team.
Individualised programmes submitted by a Speech Therapist assigned to this school which is delivered by the class teacher or teaching assistant. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
The Fizzy programme has been developed by Physiotherapists and Occupational Therapists. It is graded and measurable in three stages and works on three specific areas- balance, ball skills and body awareness.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. We have a qualified ELSA teacher, Miss Beasley, who ensures the delivery of the ELSA programme is tailored to the individual needs of the child. Miss Beasley is an established, experienced teaching assistant with a wide range of experience.
Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination.
We are currently part of a year long pilot project with OT Griffin, designed for all staff to access an in depth training programme around fine motor skills.
Below are some useful links to other websites offering support and advice about SEN needs.
Please use the link below to access the Local Authority SEND Strategy