How will the school adapt its teaching for my child?
Your child’s teacher is responsible and accountable for the progress and development of all the pupils in their class.
High-quality teaching is our first step in responding to your child’s needs. We will make sure that your child has access to a broad and balanced curriculum.
We will adapt our approaches to how we teach to suit how your child works best. There is no 'one size fits all’ approach to adapting the curriculum, we work on a case-by case basis to make sure the adaptations we make are meaningful to your child.
These adaptations may include:
· Adapting approaches to support needs.
· Adapting resources.
· Adapting the learning environment.
· Using recommended aids.
· Providing in class support.
· Assigning a trusted, key adult.
· Developing skills through intervention.
· The facilitation of the Rainbow Room, a calming space to recharge and reset.
· A second more active space to recharge and reset involving a trampette, peanut ball and wobble balance.
We may also provide interventions based on phonics, reading, spellings, aspects of maths, handwriting, fine motor skills, touch typing, SALT, emotional literacy and social skills.
How will the school make sure my child is included in activities alongside pupils who don’t have SEND?
Our school is a large Belmont Family, which is warm, loving and inclusive of all. With adaptation, all children access learning and wider opportunities. To support SEND, it may be necessary for some pupils to receive interventions.
All of our extra-curricular activities and school visits are available to all our pupils, including our Breakfast/Tea Club and after-school sessions.
All pupils are encouraged to go on our school trips, including our residential trips to Beamish, Seahouses, Moorhouse and Robinwood.
All pupils are encouraged to take part in Sports Day, sports events, school performances and special workshops.
No pupil is ever excluded from taking part in these activities because of their SEN or disability and we will make whatever reasonable adjustments are needed to make sure that they can be included. Children with the most complex of SEND may have required additional professional input, collaboration with parents to prepare the child or close liaison with the parent during an activity, use of specific equipment or assigned 1-1 support.
