What types of provision and support are available for children in Hornbill School?
Quality First Teaching
Children’s learning needs are met in the classroom through carefully planned lessons and activities where teaching and learning is clearly differentiated and supported.
For your child this means:
The Class Teacher has the highest possible expectations for your child and all pupils in his/her class;
All teaching is based on building on what your child already knows, can do and can understand;
Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve opportunities such as using more practical learning;
Specific strategies (which may be suggested by the Inclusion Leader, Support Inclusion Leader or outside agency) are in place to support your child to close the gaps in their learning;
Your child’s teacher carefully checks on your child’s progress and from this evidence identifies if your child has a gap in their understanding/learning which requires some extra support to help them make the best possible progress;
All children in school access Quality First Teaching as part of excellent classroom practice;
Specific group work (intervention groups) within a smaller group of children.
Children’s learning needs are met through regular targeted activities. These can be:
run in the classroom or outside in the school’s purpose built facilities;
run by a teacher or, most often, a Learning Support Assistant who is supported by the Inclusion Team.
For your child this would mean:
He/she will engage in regular group sessions with specific targets to help him/her make more progress;
The Class Teacher, Nepali Specialist Teacher or a Learning Support Assistant will run these small group sessions which are planned by the class teacher/Inclusion Team.
This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning. Evidence from regular assessments helps us to quickly identify and support children who are not making expected progress. This type of support is usually short term, planned over a few weeks, and progress is carefully monitored.
Individual support for your child
Often this support is planned by outside agencies but delivered in school by the Inclusion Leader, Support Inclusion Leader or Learning Support Assistant and takes place over a longer period of time.
For your child this would mean:
Your child will have been identified by the Class Teacher/Nepali Specialist Teacher/Inclusion Team (or you will have raised your worries) as needing more specialist input instead of, or in addition to, quality first teaching and intervention groups;
You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them better in school and at home.
The specialist professional will work with your child to understand his/her needs and make recommendations, which may include:
Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better;
Support the setting of focused targets which will include their specific expertise;
Group or individual work, run by school staff under the guidance of the outside professional e.g. a social skills group.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.