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Ensuring Progress

We are dedicated to ensuring excellent progress in learning for all our children. We provide in-class support where children are supported by Teaching Assistants, Learning Coaches and Learning Mentors. We provide out-of-class support through small group sessions and booster sessions where pre-teaching or consolidation of concepts is addressed. We track the children’s progress half-termly using data tracking and assessment systems so that targeting is effective.

SEND  Special Educational Needs and Disability

Our SEND Co-ordinator monitors children’s progress and needs.

See our SEND Policy here

see our SEND Offer here

EAL English as an Additional Language

Children in our school speak a wide range of languages. A large number of our children are new arrivals from different parts of the world.  We embrace the many languages spoken in our school and provide opportunities whenever possible for children to share aspects of their language and culture with the other children.

We encourage parents and carers to continue to speak and develop their children’s first language skills at home as research shows that bilingual pupils may perform better academically if they have strong skills in their home language.

What we do to support EAL children to acquire English

At school, we closely monitor the progress of those children for whom English is not the first language and meet termly to set targets for them accordingly.  At whatever stage of language competency they are, we make great efforts to ensure that any misunderstandings or difficulties arising from this do not hold back the children’s learning while at our school.

We provide extra support for our EAL pupils in a number of ways:  we work alongside the children in class or withdraw them for one to one or small group sessions with our specialist EAL Teaching Assistant.  In these sessions, we work on specific aspects of English language or introduce particular vocabulary and new concepts so that the children are familiar with these when they arise in class. 

HA High Attainers

HA children are those pupils who constitute the top 5-10% of students in a school. Through the process of differentiation when teachers plan and deliver lessons they ensure that the needs of the children are met and that, in particular, work is appropriately altered and extended to challenge our HA children.

Class Teachers are responsible for the provision of Higher Attaining children within their classes. However, outside the classroom HA children may be further supported by being given opportunities to explain or discuss their learning at school, question the world around them, make new discoveries through extension challenges and participate in group events (such as a inter school debate).

This support may take place in small group sessions outside of the classroom and is offered by specialist teachers and teaching assistants.

 The following criteria will be used to allocate places in these sessions:

  • Pupils’ end of year tests scores
  • Pupils’ end of year teacher assessment
  • Class teachers’ views of pupils’ capacity to access and engage with the challenging material presented.