Outrageous Objective:- Appropriate opportunities
and support are provided to all children so they may benefit fully
and equally from the whole curriculum and the equal opportunity
to reach their full potential.
Current Expectations
All children have access to the whole curriculum.
Each child is involved in working at their level on their year
groups half termly theme (see theme grid). Targets for each child
are provided and worked towards. Programmes are designed for children
identified as needing SN support ( less able and more able). Programmes
are implemented by Class Teachers (Band 1) and the Special Needs
Team and outside support ( Band 2, Statemented children and the
children on the M.A.P. Programme).
Preventative Measures in Place
To enable consistency an established over arching
forecast scheme of work is followed by teachers. Any changes should
go through year teams and the relevant Curriculum Co-ordinator.
SNC and CC's monitor and provide some help to class teachers to
ensure that suitably differentiated activities are in place. Teachers
assessments and some standardised assessments e.g. reading tests
are carried out. Records of the special needs programmes are kept
and monitored by the SNC, who will institute appropriate action.
The provision of special needs support will
be analysed in terms of gender and ethnic background. In order
to raise questions and establish criteria for the basis and distribution
of provision. There will be monitoring to identify the extent
to which all children gain full benefit from the complete range
of curricular provision.
Mereway Middle School policies and the Special
Needs Code of Practice will inform all decision making relevant
to issues of assessment.
Corrective Action
Intervention following monitoring, by Co-ordinators and Senior Management.
Institute diagnostic procedure in order to understand causes and variables.
Instigate appropriate models of INSET e.g. Teaching Partnerships.
Appropriate support programmes.
Involvement of outside agencies for clarification and remediation.
Ensure that the allocation of resources is distributed according to agreed criteria.
Take relevant and appropriate positive action
to address inequalities in achievement.
Quality Improvement
Greater differentiation to extend individuals achievement.
Better quality specialised programming where appropriate.
Children have access to continually better trained teachers and classroom assistants.
Children have access to higher quality resources
in greater numbers.
Higher Expectations
More children gain greater benefit from equal access.
More children achieve their full potential.
Children will not be favoured for assessment on the basis of gender related behaviour.
Successful removal of children from the Special Needs Register.