Effective Teaching and Learning

How will my school provide good teaching for my child and extra support when needed?


All class teachers are required to provide quality first teaching in all lessons.


This means that they will differentiate the work set in all lessons so that all children can access the learning and make progress.


OFSTED look for all teaching to be good or outstanding and regular monitoring and evaluation within school ensures that school provides good teaching.


The Inclusion manager/SENCo maintains a provision map of all interventions/boosting groups/additional support groups that take place in school on a daily basis and this provision map is updated every half term.


The provision map highlights who is receiving support, when and where and how often and when reviewed and updated, the impact of the additional support is measured.


How are staff trained to support the needs of my child?


All staff receive regular training throughout the year in staff meeting sessions and whole school teacher training days.


The Inclusion manager/SENCo works very closely with all staff to ensure they are confident and skilled in delivering intervention support and in strategies for quality first teaching where children are in need of extra  help and support.


What support is available if my child needs help with managing behaviour or dealing with social situations?


At school we have a learning/behaviour mentor who works closely with any child who has social needs.


The mentor runs support groups throughout the week and these groups are evaluated and reviewed with the Inclusion manager/SENCo at the end of every half term.


School works very closely with Behaviour School Support (BSS) and we have a school liaison who will advise and train staff in strategies to use when trying to support a child with behavioural/social needs.


St Edmund’s accesses the services of the Father Hudson Society who offer support to families and support for any child with emotional and social needs via our family support worker Mrs Ranson.


Parents can self-refer to this service or the Inclusion manager/SENCo can refer your child or your family if you request it.


How is work differentiated at the right level to make sure my child makes good progress?


The National Curriculum states that all children should be able to achieve a set number of key skills within each curriculum subject by the end of each key stage.


Class teachers differentiate work to allow children to develop a basic knowledge and understanding of these key skills and then set work that builds on these skills further developing deeper thinking and understanding and encouraging more reasoning and exploring as they get towards the end of Year 6.


What types of learning resources are available for my child?


At St Edmund’s we use a wide range of teaching and learning resources that include: Interactive white boards, iPads, PCs, specialised pencils/pencil holders, coloured overlay sheets, set texts, outdoor equipment, art materials, musical instruments, visits to outside locations, visitors into school and many more.


School will aim to use whatever learning resource is needed in order for your child to have as broad a learning experience as possible.


What resources does the school offer if my child has significant social and or communication needs?


At St Edmund’s we work with West Midlands Speech and Language Therapy services who provide a speech and language therapist once a week to work with children who have communication needs.


The Inclusion manager/SENCo liaises with the therapist to identify children with communication needs and then works with the therapist and other staff in school to set targets for those children in need and help improve those children’s communication difficulties.


At St Edmund’s we also work with the Communication and Autism Team, the Educational Psychologist and the Behaviour Support Service on a regular basis.

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