TWO MILE ASH SCHOOL
PROSPECTUS 2006 - 2007
Supporting information included as Appendices
A21 SPECIAL PROVISION
At Two Mile Ash we are very much committed to an inclusive policy. We believe very strongly that children of all abilities should be catered for – allowing them to reach their full potential and feel a sense of achievement in the process. We feel that all children should be given as diverse an education as possible and that this should not be hindered by their academic ability.
At Two Mile Ash we believe that we have put a system in place which allows no child to “slip through the net.” Every child on the special provision register will receive an individual education plan which focuses very specifically on their needs. The children themselves are made aware of this and agree to the targets set and, together with TMA staff, will ensure that they are successful in achieving these.
If your child has very specific needs then we may have to take this process a step further and request the support of outside agencies. However this will only be after consultation with you, as parents. We very much believe that it is only with direct support and regular communication between school and parents will the child achieve the goals set. If you have any anxieties then you must come in to share these with us.
The Special Educational Needs register is based around the following process:
§ Initial Concern
Initial concerns raised by class teacher. Progress is reviewed and difficulties highlighted. Parents informed.
§ School Action
Individual Education Plan (IEP) drawn up identifying ‘additional to or different from’ action required to enable the child to learn more effectively. Progress is monitored and termly reviews are held with child, parent and teacher, with input given from teaching assistant, Head of
Year and Head of Special Provision. These reviews inform planning of new IEP.
§ School Action Plus
Continued concerns about lack of progress.
Help requested from external support agencies (e.g. educational psychologist). IEPs are reviewed and revised with the support of external support agencies. Progress is monitored and termly reviews are held with child, parent, teacher and input from other members of staff who work with the child.
§ Request for Statutory Assessment
This will only be after communication between yourself and school. The child will then be referred to the Local Education Authority (LEA) for statutory assessment. Formal reports and evidence must be provided from the school, parents and representatives from all involved agencies.
§ Statement of Special Educational Needs
The LEA prepares and issues a Statement of Special Educational Needs which outlines the child’s particular requirements.
However, at Two Mile Ash our aim is to put in place a programme for all children which will focus upon any problems that a child may have before getting to the above stage. We therefore are developing basic skills groups which will fill any gaps the child may have. This will be carried out in short, focused teaching boosts. In addition, we aim to make the curriculum as creative as possible. We know that all children learn in different ways and we must therefore pitch our teaching around this. For instance, if we believe a particular child benefits more from a higher focus upon speaking and listening, we will not be insistent upon recording a child’s written work as an evidence base for progress.
Due to the constraints of the teaching day it is impossible to provide special provision for your child without missing out on another area of the curriculum. Our aim is to ensure that children experience a broad and balanced curriculum. We will endeavour to ensure your child has all the rich experiences of the TMA day while simultaneously having direct support in areas in which they are struggling.
We cannot over emphasise the importance of supporting your child with reading and spelling. It is from your encouragement and enthusiasm that they will become motivated. PLEASE read daily with your child and work with them on their spellings and basic certificate skills. This help is vital to their progress.
Our special provision team is huge. We believe that investment in the early stages will ensure that your child is able to access all aspects of language and literacy in later life.
