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Appropriate and Effective Teaching & Learning

Appropriate and Effective Teaching & Learning


Our school regularly considers and plans for the training needs for all staff taking into account the school’s priorities and children’s needs. Particular support is given to newly qualified teachers and other members of staff new to our school. Our teachers and support staff have received training on: Asthma, Epilepsy, Meeting the needs of a child with Autistic Spectrum Disorder (ASD), Allergies and the use of Epipens, Dyslexia and some strategies to support children with communication difficulties.

Our school is committed to early identification of special educational needs and adopts an individual response to meeting children’s needs in line with the SEN Code of Practice (2014). Information about your child’s needs is collected through our school’s usual assessment and monitoring systems. If this suggests that your child is not making expected progress, then our Inclusion Manager, in consultation with parents, carers, class teachers and other staff, will decide whether extra support is needed.

Wherever possible our school curriculum is adapted to meet the needs of every child. Examples of this are the grouping of children and / or using specialist equipment At Deykin Avenue we use our staff to ensure many needs are met through small group teaching for phonics, spelling, literacy and numeracy. We make training available for staff on relevant techniques to meet the needs of our children.

To support children who have been identified as having social and/or communication needs, the school has a range of approaches and support available, we have staff trained to support children in making friends, defusing anger, we use visual cues and a visual timetable. Individual Learning plans can be written to support a child. The child, its parents and school staff will work together to find the best way to support individual needs. There are also members of staff trained in supporting children with Autistic Spectrum Disorder (ASD) and in strategies to support language development. Most of the staff are Team Teach trained. In addition, the school may seek advice from specialist advisory teaching services for children with social and/or communication needs. A speech and language therapist may contribute to assessments and reviews of pupils with speech and language difficulties. Pupil, parents and carers will be fully involved and kept informed about the involvement of external agencies and any interventions.

We have a school behaviour policy which includes rewards and sanctions and where every child has the opportunity to discuss their behaviour at regular intervals. This works well for most children in our school however some children need extra support and guidance in managing their own behaviour or need extra support to get along with other children and adults. These are some of the things we can do to help them i.e. work with a learning mentor, another trusted adult, peer mediation, structured play, self-esteem club, or use of another activity during unstructured/social times. We may also look for further advice from other professionals outside school, such as Educational Psychology, Communication and Autism team, or a referral to Forward Thinking Birmingham. We will make sure you are involved in helping your child to manage their behaviour and deal with social situations.

We want every child and their family to be able to take part fully in the life of our school. This means that we will look carefully at individual needs of children/family members when planning trips and school events. We will complete risk assessments and make reasonable adjustments so that everyone can be included where possible.

We provide teaching that aims to meet the needs of all children so that each child can achieve well, but sometimes extra help may be needed. There are many ways to give them this support i.e. special equipment and materials, small group or individual teaching both in or outside the classroom, individual teaching targets, special programmes for learning, removing barriers to learning including Mentoring. We regularly monitor and track progress and consider how effective extra support has been. We may also look for further advice from other professionals outside school such as Pupil & School Support, Communication and Autism team, Speech and Language, Occupational Health and Educational Psychology.