This is where you can find information about the provision that we make at Rudgwick Primary School for children with Special Educational Needs or Disabilities.
You can download our 'school offer' below which outlines the provision that we are able to make by working in conjunction with pupils' families.
You can also see our SEND policy and the Annual SEND Information Report.
Our Special Educational Needs and Disability coordinator (SENDCo) is Mrs Mellors.
SEN POLICY 2020
In 2012 the Government launched Pupil Premium funding.
This money is given to schools based on the number of pupils who are eligible for Free School Meals (FSM). This money is allocated to ensure pupils reach their full potential, both academically and socially.
Our school policy states that the Governors of the school recognise that not all pupils who receive Free School Meals will be disadvantaged. Likewise not all pupils who are disadvantaged are registered or qualify for Free School Meals.
As a school are required to report how we spend our Pupil Premium and evaluate the impact that is has on our pupils. Yearly reports can be downloaded using the links below.
PUPIL PREMIUM FUNDING
As of September 2014 ALL pupils in Year R, 1 and 2 are eligible for free school meals.
As a school we still need to know if your child may be eligible for pupil premium because of your family’s income level, please contact the school office (in confidence) to register them.
Even if you do not wish to have the meals, this would mean the school could still claim Pupil Premium funding that may be used to help your child.
Free school meal applications for KS2 will continue to be made in the same way.
Please speak to the Headteacher in confidence if you would like any information about this.
ENGLISH AS AN ADDITIONAL LANGUAGE
Rudgwick primary school is committed to the achievement of all its pupils. The school’s demographic is such that 2% of its pupils have a first language that is known or believed to be other than English (EAL). This is below the county demographic for primary schools of 9.2%.
Bilingual pupils have access to two or more languages at home and at school, although this does not mean that they are fluent or literate in both languages. Rudgwick bilingual pupils come from a broad range of bilingual experiences.
How our school supports the social and educational needs of EAL learners:
Our bilingual pupils are considered by class teachers at the planning stage. Consideration is given to how culturally different/similar the lesson content is for the bilingual pupil. Staff consider what prior knowledge is needed to access the lesson and when this is not in place then ‘pre-teaching’ is used to familiarise the learner e.g. European fairy tales.
Consideration is also given to maximise the opportunities when the pupil’s background can be represented in the curriculum or where the use of their first language can be facilitated.
Most learners needs are met through good Quality First Teaching (QFT) and Wave 1 classroom strategies e.g. Pupil placed where they can easily see the board and have eye contact with the teacher; visual labels on trays/cupboards; visual timetables; visual prompts to support teaching; talk partners; instructions clear with plenty of repetition; graphic organisers to support writing. At Rudgwick class teachers can access a checklist of Wave 1 strategies to support our EAL learners.
Some pupils may need support from Wave 2 provision e,g, pre-teaching vocabulary and language structures for the forthcoming lessons; role play to consolidate teacher talk, additional literacy/numeracy support.
Teaching strategies which encourage talk and participation
Talk for learning is fundamental to Rudgwick school’s ethos and the use teaching strategies to maximise the opportunities for speaking are regularly seen in our classrooms. Classes make regular use of talk partners; role play and drama; collaborative learning; explaining thinking/learning
Good language role models are experienced through groupings with peers of a similar cognitive ability.
If there have been concerns raised about a bilingual pupil then they enter into the SEND processes of our school to enable them to access the appropriate support. As a school we also have access to specialist advisory teachers from the WSCC EMTAS team.
Induction plan for new arrivals, including collection of background information.
At Rudgwick we have flexible induction package that makes use of a range of strategies to create an individual plan to suit the individual. This may include: transitional visits ahead of starting; staff introductions; class informed of new arrival; pupil interests shared with classroom staff; induction pupil booklet; phased timetable; buddy system; playground monitoring.
Clear assessment and monitoring of second language acquisition.
Class teacher observations and school assessment systems are used to monitor progress half termly.