School staff regularly assess, review and monitor all children’s progress. Children whose progress is of concern will be identified for additional support through planned Interventions. They may also be referred to an appropriate agency such as Speech Therapy, Occupational Therapy and Learning Support with the permission of parents.
Where children have additional needs they will be supported in accessing the full curriculum. This may be by removing barriers to their learning, providing specific equipment to improve their access to the curriculum, ensuring teaching and support staff are trained to meet their needs, and/or identifying a level of adult support considered appropriate to support their additional needs and ensure progress is being made at an acceptable rate.
If concerns about progress still remain over a period of time or resources used in support have been exhausted, the school may request a Statutory Assessment by the Local Authority.
Individual risk assessments are carried out where appropriate to ensure the safety of children with additional needs.
Personal Evacuation Plans are updated annually to identify complex children’s individual needs in the event of a fire or emergency situation.
‘Disabled pupils and those who have special educational needs make good progress because of the support they receive in lessons and extra help to meet their individual needs. For example, those who have sight problems or other physical difficulties make good progress due to the highly skilled support of their adult helpers and advice from specialist teachers who visit the school.’ Ofsted 2013
To meet the children’s differing learning styles, the curriculum is planned to be multi-sensory.
We pride ourselves on being a school which actively seeks to be fully accessible. Our ground floor is wheel chair accessible for pupils and parents due to wide corridors, appropriate width door openings, automatic release fire doors enabling independent access around the building.
Disabled toilets are located in both key stages including shower facilities (including Argeo bed) in Key Stage One.
Outdoor areas are accessible in the main.
All classes are fitted with window blinds and carpets to improve access for children with sensory needs.
We aim to support pupils with additional needs who join our school either at the beginning of the year or during the academic year to make a successful transition. Where a child is starting our school with a Statement of Educational Needs, the school works together with the Local Authority and current setting to ensure a positive Transition is achieved for the child and Parents.
We aim to work in positive partnership with all other settings and agencies involved in a child’s Transition planning.
Two representatives are elected onto the School Council from each Key Stage 2 class. Pupils are encouraged to share their ideas to improve school life, facilities, systems and resources. We actively seek children’s views and consider how to implement improvements arising from their feedback.
Circle Time happens across all of our classrooms and is an opportunity for children to share their ideas with their class mates. This activity may be incorporated for any subject but will occur regularly.
The staff at Apley Wood Primary School have personal experience of working with lots of different children with complex medical, physical and sensory needs as well as specific learning and behavioural needs.
Across our current staff team we offer a wide variety of skills and training in the following areas:
The school has a large Support Staff Team who work closely with the class teachers to identify concerns and develop strategies for supporting pupils either in small groups or working one to one.
Children needing additional support within maths, reading and/or writing are identified by the class teachers, SENCo, Senior Leadership Team or Head teacher. If parents have a concern they are welcome to discuss this at any time initially with the class teacher and then with the SENCo or Head teacher.
Interventions offered include speaking and listening skills support, therapy programmes such as Cool kids , Handwriting support such as Teodorescu, Toe by Toe, Precision Teaching and Phonic skills support. When individual programmes are advised by a supporting agency, we endeavour to work in partnership with Parents to support delivery.
At Apley Wood Primary School we routinely make available the following resources:-
Gross and fine motor skills equipment including writing slopes, a variety of pencils and pens, different types of scissors and wobble cushions.
You can read our accessibility policy, SEN policy and parent guide to the internet below:
You can read the SEND Local offer from Telford and Wrekin Council by following the link below:
Please read below Dyslexia Explained: