Quality first teaching.
All children at Holy Rosary receive high quality teaching; this means that the work will be differentiated to match their needs. Most work is differentiated at three levels; this could be through questioning, presentation, support or outcome.
Children who are not reaching their full potential may be taken out for different interventions, such as reading, writing and numeracy interventions. The interventions are time limited and are aimed as a booster for children’s learning. Interventions are aimed at all abilities including the high abilities. Interventions are a series of short sessions aimed at boosting the child’s levels planned by the class teacher, the interventions may be carried out by a teacher or by a teaching assistant (TA). Interventions may also be introduced to develop a child’s social, emotional and mental wellbeing. Children may need a short intervention working with the Learning Mentor or with a small group of children in order to develop their social skills/ understanding. A short intervention may also be needed due to an incident in a child’s life that they are struggling to deal with.
When a child has been identified as SEN, they will then be given have individual targets. Your child will then be given specific individual support in the week to work on these targets. The targets can be based on life skills as well as academic skills. Your child’s teacher will plan activities to be carried out in this time.
If school feel that your child needs more support and/or staff need advice on the best way to support your child then the SENCO, with your permission, will contact outside agencies. Some of these agencies include: Quality and Effectiveness Support Team (QEST), Educational Psychologist, Speech and Language, Jigsaw (an organisation that helps and develops staff skills in supporting children with social and emotional needs). School will always have discussions with parents before involving outside agencies.